r^ 


i  i 


®l)e  f uniorsi: 

^oh)  to  f^eact 
antiCrainCf)em 


BY 


MAUD  JUNKIN  BALDWIN 


JUN  131921 


BV  1546 
Baldwin, 


B37 
Maud 


The  juniors:  how 
and  train  them 


Junkin. 

to  teach 


JUN  131921 


Z\)t  3m\ox9i: 


J^otu  to  €tm})  atds  Ztain 


BY 


MAUD  JUNKIN  BALDWIN 

SUPERINTENDENT    ELEMENTARY    DIVISION,    PENNSYLVANIA    STATE   SABBATH 
SCHOOL   ASSOCIATION 


PHILADELPmA 

THE  WESTMINSTER  PRESS 

1919 


lAL  %l^\ 


d 


Copyright,  1916, 
By  F.   M,  Braselman 


TO  MY  FIRST  JUNIORS 
WHO   TAUGHT   ME   MORE    THAN    I    TAUGHT    THEM 


Contents; 

PAGE 

Introduction 7 

I.  The  Junior  Girl  and  Boy 9 

II.  Standard  for  a  Junior  Department 18 

III.  Organization 22 

IV.  Equipment 31 

V.  The  Junior  Program 45 

VI.  Lessons 59 

VII.  Temperance  Education 71 

VIII.  Missionary  Education SI 

IX.  Recreation 91 

X.  The  Junior  Department  and  the  Home 98 

XI.  The  Monthly  Workers'  Meeting 104 

XII.  Midweek  Activities  for  Juniors 108 


Sntrobuction 

Dr.  B.  S.  Winchester  says,  ''The  supreme  aim  of  the 
Sunday  school  is  to  develop  to  the  utmost  the  religious 
life  of  every  pupil."  If  this  aim  is  to  be  realized,  each 
pupil  must  be  taught  the  Word  of  God,  be  led  to  confess 
Jesus  Christ  as  Saviour,  be  furnished  with  material  for 
building  Christian  character,  and  be  trained  in  Christian 
service. 

In  order  to  render  this  great  service  to  each  pupil,  it 
is  necessary  to  remember  that  Hfe  and  education  are 
developing  processes,  and  that  each  period  of  Hfe  affords 
an  opportunity  for  a  special  form  of  reHgious  education. 
Because  the  Sunday  school  desires  to  give  each  pupil 
just  the  right  teaching  and  training  at  each  stage  of  his 
development,  it  has  been  organized  according  to  the 
natural  divisions  of  human  life. 

The  Cradle  Roll Birth  to  3  years. 

The  Beginners  Department 4,  5  years. 

The  Primary  Department G,  7,  8  years. 

The  Junior  Department 9,  10,  11.  12  years. 

The  Intermediate  Department  ....  13,  14,  15,  16  years. 

The  Senior  Department 17,  18,  19,  20  years. 

The  Adult  Department Over  20  years. 

The  Adult  Department  includes  the  following: 
The  Organized  Bible  Classes. 
The  Home  Department. 
The  Teacher-Training  Department. 

Each  division  consists  of  a  group  with  marked  char- 
acteristics, special  needs,  interests,  and  Umitations,  and 


8      'Q^\)C  S^uniors:  %)o\i}  to  OTcacI)  anb  tErain  tlTfj^m 

with  powers  to  live  certain  great  truths.  These  in- 
terests, experiences,  and  powers  must  be  understood  and 
carefully  considered  when  organizing  any  particular 
group.  This  is  especially  necessary  when  planning  for 
the  equipment,  arranging  the  program,  choosing  the 
lessons,  and  directing  the  activities  of  the  group.  In 
no  other  way  will  the  Sunday  school  be  able  to  educate 
religiously  the  children  and  youth. 

This  little  volume  has  been  prepared  for  the  purpose 
of  assisting  those  who  have  been  chosen  to  teach  the 
pupils  of  that  important  group  known  as  the  Junior 
Department,  in  which  are  grouped  the  boys  and  girls 
from  nine  to  twelve  years  of  age.  The  plans  and 
methods  suggested  are  those  which  the  author  has  used, 
and  has  known  others  to  use,  with  success.  It  is  a 
pleasure  to  acknowledge  the  inspiration  and  instruction 
received  from  Mrs.  W.  J.  Semelroth,  Mrs.  M.  G.  Ken- 
nedy, Mrs.  J.  W.  Barnes,  Miss  Josephine  Baldwin, 
and  Miss  Nannie  Lee  Frayser.  It  is  the  prayer  of  the 
writer  that  the  book  may  help  all  who  read  it  better  to 
understand  the  junior  children  and  to  see  more  clearly 
their  great  opportunity — (1)  to  teach  these  children 
the  Word  of  God;  (2)  to  lead  them  to  accept  Jesus 
Christ  as  their  Saviour;  (3)  to  show  them  how  to  make 
right  choices;  (4)  to  help  them  form  good  habits;  (5) 
to  train  them  in  service  to  others. 


CHAPTER  I 
tCfje  junior  (girl  anb  jBop 

''The  need  of  the  pupil  is  the  law  of  the  school" 

The  life  of  the  junior  is  unique.  It  differs  greatly 
from  that  of  the  primary  child  and  is  just  as  distinct 
from  that  of  the  early  adolescent.  It  is  necessary  for 
those  who  desire  to  help  the  junior  to  develop  his  re- 
ligious life  to  make  a  study  of  his  physical,  mental, 
social,  and  spiritual  characteristics  and  limitations. 
The  following  statements  are  made  for  the  purpose  of 
attracting  attention  to  the  junior's  peculiarities,  and  to 
lead  to  a  more  exhaustive  study  later.  Note  that  all 
the  suggestions  made  in  the  other  chapters  of  this  book 
are  based  upon  the  characteristics  and  limitations 
noted  here. 

1.  Physically  the  average  child  of  this  age  is  stronger 
than  one  either  younger  or  older.  Life  is  characterized 
by  good  health,  slow  growth,  and  boundless  energy. 
The  junior  likes  to  run,  jump,  climb,  and  play  at  all 
games  which  afford  opportunity  to  exercise  and  harden 
the  muscles.  The  junior  would  rather  play  than  eat 
or  sleep,  although  the  expenditure  of  all  this  nervous 
energy  demands  that  he  have  both  nourishing  food  and 
many  hours  of  sleep.  His  ceaseless  acti\'ity  also  tends 
to  find  expression  in  constructiveness.  The  boy  likes 
to  make  tops,  wagons,  sleds;    to  build  miniature  rail- 

9 


10    ^Ijc  SInniotsi:  l^oto  to  Wtacl)  anb  tEtain  Efjcm 

roads,  boats,  and  bridges.  The  girls  want  to  cook,  to 
''keep  house,"  to  dress  dolls,  to  crochet,  in  fact,  to  do  as 
grown-ups  do.  Indeed  the  junior  is  a  ''doer"  and  not 
a  '* hearer"  only;  hence  he  must  be  helped  to  use  some 
of  his  energy  in  being  a  "doer  of  the  Word." 

2.  A  growing  independence  is  one  of  the  prominent 
characteristics  of  the  period.  The  sense  of  approaching 
manhood  and  womanhood  stirs  the  soul  to  self-asser- 
tion. The  child  needs  adult  guidance  and  must  be 
under  adult  authority,  but  the  wisest  parents  and 
teachers  will  as  far  as  possible  consult  his  feelings  and 
desires.  They  respect  the  child's  personality,  invite 
confidence  by  their  sympathy,  and  in  every  way  seek  to 
share  his  viewpoint.  Such  adult  companionship  will 
lead  to  the  formation  of  right  habits  of  thinking  and 
acting,  for  hand  in  hand  with  this  independence  of 
thought  comes  a  very  great  susceptibility  to  influence. 
The  influence  of  the  church  and  Sunday  school  will 
count  for  much  if  the  Junior  Department  is  properly 
organized,  equipped,  and  managed. 

3.  The  junior  is  interested  in  reading.  As  the  child 
grows  and  the  ability  to  read  well  develops,  the  parent 
and  teacher  will  notice  that  often  a  book  is  so  fascinat- 
ing that  it  is  chosen  in  preference  to  the  outdoor  game. 
The  passion  for  reading  is  so  great  that  anything  at 
hand  will  be  devoured,  whether  good,  bad,  or  indifferent. 
The  Sunday  school  should  place  at  the  disposal  of  the 
juniors  a  great  number  of  books  which  are  good  for 
them  to  read.  Then  the  pupils  should  be  taught  how 
to  handle  the  Bible  and  where  to  find  its  most  interest- 


tKfje  HTunior  (f^irl  anb  Jliop  1 1 

ing  stories,  and  they  should  be  trained  to  be  daily  Bible 
readers. 

4.  In  this  period  we  find  the  beginning  of  the  age  of 
hero  worship.  The  boys  and  girls  are  forming  ideals  for 
themselves.  The  boys  ideahze  men,  and  the  girls 
choose  either  men  or  women.  They  adore  the  men  and 
women  who  can  do  or  have  done  the  things  they  long 
to  do.  Physical  strength,  skill,  and  courage  are  first 
idealized,  but  later  on  the  children  recognize  intellectual 
ability  and  spiritual  power,  and  are  quick  to  do  homage 
to  them.  They  select  these  heroes  and  heroines  from 
among  those  whom  they  meet  day  by  day,  from  the 
books  they  read,  from  the  stories  they  hear,  and  the 
pictures  they  see.  Always  they  choose  the  person  who 
can  do  things,  paying  little  attention  to  what  the  person 
is.  The  younger  juniors  have  a  tendency  to  imitate 
some  personal  acquaintance  or  some  one  whom  they 
have  seen.  The  older  pupils  choose  a  hero  or  heroine 
of  whom  they  have  read  or  heard.  It  is  hardly  neces- 
sary to  say  that  this  instinct  should  be  fed  and  strength- 
ened in  order  that  it  may  eventually  help  the  pupils  to 
choose  the  Christ  as  their  pattern  of  life.  The  best  kind 
of  material  for  this  purpose  is  furnished  by  the  coura- 
geous deeds  of  the  Old  Testament  leaders  and  the  won- 
derful works  of  Christ  and  his  early  and  later  followers. 
The  lessons  used  in  this  department  should  present 
such  ideals  of  living  to  the  pupils. 

5.  This  is  the  period  oi  forming  fixed  habits  of  thought 
and  action.  The  juniors  should  learn  how  to  think 
clearly  and  quickly,  how  to  judge  right  and  wrong,  how 


12    ^fjc  Junior^:  J^otD  to  tKeacf)  anb  ^rain  tlTfjem 

to  choose  the  right  action  and  make  themselves  perform 
that  action.  They  should  be  taught  the  results  of  right 
habits  in  the  lives  of  others,  and  should  be  led  to  form 
such  habits  for  themselves.  It  is  vital  that  they  ac- 
quire the  following  habits:  daily  Bible  reading  and 
prayer;  church  attendance;  giving  to  the  local  church 
and  its  missionary  enterprises;  total  abstinence  from 
the  use  of  liquor,  tobacco,  and  harmful  drugs;  playing 
fair  in  all  their  games;  right  personal  habits. 

6.  This  is  the  time  that  some  one  has  called  the 
^'Golden  Memory  Period^'  The  brain  will  receive  any- 
thing and  mechanical  repetition  will  fix  anything,  be  it 
interesting  or  uninteresting,  concrete  or  abstract,  under- 
stood or  not  understood.  Verbal  memory  is  at  its  best, 
and  for  this  reason  the  pupils  are  ''drilled'*  in  the 
knowledge  which  should  become  automatic,  such  as  the 
books  of  the  Bible;  outlines  of  the  main  contents  of 
the  Book;  Bible  geography.  But  the  chief  opportunity 
afforded  by  this  characteristic  is  the  opportunity  to 
have  the  pupils  memorize  passages  of  Scripture  and 
hymns  which  contain  truths  and  commands  of  value  for 
immediate  as  well  as  for  future  use,  and  which  supply 
them  with  a  medium  through  which  to  express  their 
feelings  of  love,  trust,  loyalty,  praise,  and  thanksgiving 
to  God. 

7.  The  geographical  and  historical  senses  have  their 
birth  at  this  period.  Therefore  a  study  of  the  Bible 
lands  adds  great  interest  to  the  lessons,  and  a  chrono- 
logical arrangement  of  the  stories  of  certain  periods 
reenforces  memory. 


tirijc  3Jnniov  €>it{  anb  J@op  13 

8.  The  reasoning  powers  of  the  juniors  are  weak  at  the 
beginning  of  the  period.  A  rapidly  increasing  knowl- 
edge of  many  facts,  however,  results  in  the  comparison 
of  these  facts  and  leads  to  the  development  of  the  rea- 
soning powers.  The  children  deUght  in  exercising  their 
ability  to  investigate  or  work  out  a  thing  for  themselves. 
They  enjoy  puzzles,  riddles,  and  guessing  games  of  all 
sorts.  All  leaders  and  teachers  of  juniors  should  re- 
member this  characteristic  when  planning  junior  pro- 
grams and  teaching  junior  lessons. 

9.  This  same  impulse  to  investigate  for  themselves 
makes  them  quite  literal-minded.  A  thing  is  exactly 
four  feet,  one  inch  high;  a  caller  arrived  at  exactly  two 
minutes  to  three;  and  the  gentleman  made  exactly  such 
statements.  Here  is  the  teacher's  opportunity  to  cul- 
tivate fixed  habits  of  truthfulness  and  honesty. 

10.  It  is  the  collecting  age.  They  like  to  have  and  to 
hold  many  things  of  different  types.  There  are  stamp, 
button,  picture,  and  many  other  collections.  This  in- 
stinct can  be  used  by  the  junior  teacher  in  collecting 
objects  which  will  be  of  use  in  teaching  the  lesson,  such 
as  a  model  of  an  oriental  house,  an  eastern  plow,  old- 
time  furniture,  and  other  Biblical  illustrative  material. 
Missionary  curios  and  the  flags  of  other  nations  may 
also  be  collected. 

11.  A  high  sense  of  honor  is  another  characteristic. 
The  junior's  ideas  of  loyalty  and  justice  are  worth  con- 
sidering, and  the  one  who  respects  them  has  opened  to 
him  or  her  the  soul  of  the  child.  The  one  who  dis- 
regards them  commits  a  crime  against  childhood  and 


14    ©fje  ^Innioxa:  $?oUj  to  tKeacf)  anb  ^rain  ^\)tm 

will  fail  to  develop  loyalty  to  God,  to  the  Church,  and 
to  all  humanity. 

12.  Notwithstanding  the  birth  of  independent  thought 
the  juniors  have  a  real  regard  for  the  authority  of  one 
who  has  the  right  to  rule.  This  fact  affords  the  oppor- 
tunity to  teach  the  children  in  regard  to  God's  right 
to  rule  the  world  as  its  Creator,  because  of  his  power, 
his  love,  his  wisdom,  his  mercy,  and  his  justice.  They 
can  thus  come  to  acknowledge  him,  not  only  as  King 
of  kings  and  Lord  of  lords,  but  as  King  of  their 
lives. 

13.  Social  instinct  begins  to  ripen  in  this  period  and 
force  the  child  into  the  "gang.''  The  desire  for  com- 
panionship of  others  of  the  same  age  and  sex  is  very 
strong.  The  gang  selected  is  chosen  according  to  the 
ideals  already  set  up  in  the  life.  Its  laws  become  his 
standards  of  right  and  wrong.  Thus  it  becomes  a  good 
or  an  evil  influence  in  the  Hfe ;  good,  if  the  ideals  of  the 
gang  lead  to  right  thinking  and  doing;  bad,  if  the  opin- 
ion of  the  gang  results  in  wrong  thinking  and  doing. 
Girls  and  boys  organize  in  separate  groups,  and  they 
differ  in  purpose.  The  girls  seem  to  have  a  more  adult 
motive,  such  as  to  promote  friendship,  to  develop  them- 
selves, and  to  help  others;  the  boys  have  apparently 
one  chief  purpose :  to  find  some  outlet  for  their  surplus 
energy.  The  home  should  be  the  meeting  place  of  the 
''gang"  or  group,  and  sympathetic  parents  ought  to 
provide  the  opportunity  for  the  right  kind  of  good  time. 
But  when  the  home  fails  (as  thousands  do)  then  the 
church  must  arrange  for  the  child's  social  life.     The 


tirije  STunior  (^irl  anb  Jlop  15 

Junior  Department  boys,  the  Junior  Department  girls, 
or  the  Sunday-school  class  must  become  the  "gang" 
or  "bunch,"  and  the  right  companionship  be  supplied 
by  the  friendship  of  pupils  and  teachers.  Then,  too, 
the  junior  child,  longing  for  an  intimate  friend  who 
understands,  should  be  introduced  to  Jesus  Christ,  the 
children's  Friend  and  Companion. 

14.  The  junior  has  a  number  of  limitations  which 
should  be  noted.  He  is  self-centered;  his  reasoning 
power  is  weak;  he  thinks  slowly  when  a  question  re- 
quires thinking  rather  than  a  repetition  from  memory; 
he  is  interested  in  the  conduct,  not  the  character  of  one 
whom  he  admires.  A  recognition  of  these  limitations 
helps  teachers  and  parents  to  plan  their  work  more 
carefully,  and  makes  them  more  sympathetic  and  less 
inclined  to  blame  the  children  for  certain  mistakes. 

Surely  even  a  casual  glance  at  these  characteristics 
forces  one  to  stop  and  exclaim  at  the  possibilities  for 
good  and  evil  wrapped  up  in  the  life  of  a  junior  boy  or 
girl.  The  future  man  and  woman  are  there.  Will 
the  church  help  that  boy  to  be  a  good  man?  God  wants 
him  to  be.  Wih  the  church  help  that  girl  to  be  a  good 
woman?  Much  depends  on  the  Junior  Department 
and  its  leaders.  God  grant  that  all  the  boys  and  girls 
may  be  kept  for  Jesus  Christ. 

Learning  to  Know  the  Junior  Children 

The  following  suggestions  are  made  for  workers  who 
desire  to  pursue  further  the  study  of  the  juniors: 
1.  Read  the  following  liooks: 


16    SJje  3nnm9i:  l^oto  to  Ztad)  anb  Ztain  tKfjcm 

The  Unfolding  Life — Mrs.  M.  S.  Lainorciiux. 
The  Teacher  and  the  Child— T.  Mark. 
The  Child  for  Christ — McKinney. 
The  Junior  Worker  and  His  Work — Robinson. 
The  Dawn  of  Character — Mumford. 

2.  Take  time  to  recall  your  own  childhood.  Try  to 
remember  your  joys  and  sorrows;  the  people  who  helped 
or  the  people  who  hindered  you;  the  things  you  liked 
to  do  and  those  you  did  not  like  to  do;  the  books  you 
read;  the  games  you  played;  the  companions  you 
loved;  the  day-school  teachers  who  instructed  or  those 
who  failed  to  instruct  you;  the  Sunday-school  teachers 
who  inspired  you  or  those  who  failed  to  inspire  you. 
Such  remembrances  lead  to  genuine  sympathy  with 
girls  and  boys. 

3.  Observe  the  children  themselves,  in  their  homes, 
in  the  day  school,  on  the  playground.  Such  observa- 
tion will  be  possible  only  to  those  who  are  willing  to 
become  the  friends  and  companions  of  the  children, 
their  parents,  and  their  teachers;  but  the  knowledge 
gained  will  be  very  valuable  and  worth  all  it  costs  to 
get  it. 

4.  Purchase  a  notebook  and  arrange  a  page  for  each 
pupil  as  follows : 


Name 

Address 

Date  and  place  of  birth 

Teacher's  name 

Mother's  name '. 

Father's  occupation 

Are  parents  members  of  the  Church? If  so,  of  what  church?. 


tKfje  STunior  <^irl  anb  ?@op  17 

Parents'  attitude  toward  child.     Is  it  one  of  understanding  and 

sympathy  as  well  as  love? 

Are  they  ambitious  for  the  child? 

Is  the  home  a  real  home? 

Does  the  child  like  to  be  there? 

Reading  matter  in  the  home 

The  fine  quahties  of  the  child's  character  known  to  the  parents  .... 

The  weakness  of  character  as  seen  by  the  parents 

The  chief  pleasures  of  the  family 

The  instruction  received  in  the  home  in  regard  to  the  right  care 

of  the  body 

The  day  school  attended 

The  school  grade 

The  studies  in  which  pupil  excels 

The  strength  or  weakness  of  the  child  as  seen  by  the  school- 
teacher   

Where  does  the  child  play  when  playing  out  of  doors? 

What  are  his  favorite  games? 

What  are  his  favorite  books? 

Where  does  he  see  moving  pictures? 

It  will  take  time  to  gather  such  detailed  information 
in  regard  to  each  child,  but  the  book  will  be  invaluable 
to  the  teacher  who  really  seeks  to  know  and  to  help  the 
junior  children. 

5.  Seek  daily  the  guidance  of  the  Holy  Spirit  for  he 
alone  does  the  wonderful  work  of  leading  the  children 
to  know  and  serve  Jesus  Christ. 


CHAPTER  II 

^tanbarb  for  a  junior  department 

"  The  need  of  the  pupil  is  the  law  of  the  school" 

The  following  standard  was  adopted  by  the  Inter- 
denominational Council  in  January,  1916,  and  by  the 
International  Sunday  School  Association  in  February, 
1916.  It  is  to  be  used  to  test  the  value  of  the  work 
being  done  in  the  Junior  Departments  already  organ- 
ized, and  to  suggest  proper  aims  of  work  and  means  of 
work  to  those  who  are  preparing  for  organization. 

Please  note  carefully  that  the  standard  places  the 
child  in  the  center  of  our  thought.  He  is  asked  to 
become  what  it  is  natural  for  him  to  be  as  a  follower  of 
Jesus  Christ.  He  is  to  be  asked  to  do  what  is  within 
his  power  to  do.  He  is  to  be  asked  to  learn  what  will 
benefit  him  most  at  his  age,  and  prove  to  be  a  founda- 
tion for  future  reUgious  education. 

Note  also  that  the  aims  of  the  teacher  are  stated  in 
terms  which  have  spiritual  and  not  mechanical  value; 
and  that  all  our  organization,  equipment,  lessons,  and 
training  are  useful  only  as  they  prove  a  means  to  realiz- 
ing the  teacher's  aims,  and  to  aiding  the  child  to  be- 
come a  true  follower  of  Christ. 

The  standard  for  a  Junior  Department  is  that  which  it  is  pos- 
sible for  a  pupil  to  become  during  the  years  9,  10,  11,  and  12. 
What  the  pupil  becomes  manifests  itself  in  conduct. 
18 


^tanbarb  for  a  HTunior  JSepartment  19 

Conduct 

I.  The  conduct  of  a  junior  pupil  may  manifest: 

1.  Love  and  loyalty  to  CJod  the  Creator  and  Father,  and 

to  Jesus  Christ  as  daily  Companion,  Guide,  and  Kin^. 

2.  Acceptance  and  public  confession  of  Jesus  Christ  as  his 

Saviour. 

3.  Reverence,  love,  praise,  and  thanksgiving  through  wor- 

ship. 

4.  Right  choices  and  decisions  in  increasing  numbers. 

5.  Acts  in  accord  with  ideals  of  moral  heroism. 

6.  Habits  of  church  attendance,  daily  Bible  study,  daily 

prayer,  and  systematic,  intelligent  giving. 

7.  Growth  in  a  life  of  service  to  others. 

8.  An  unselfish  and  cooperative  spirit  in  social  relations. 
Aims 

II.  To  realize  these  ends  in  conduct,  the  pupil  must  have: 

1.  Knowledge  of  Ciod  in  his  creative  and  sustaining  power, 

and  of  Jesus  C  hrist  in  his  power  and  majesty. 

2.  Personal  knowledge  of  Jesus  Christ  as  his  Saviour. 

3.  Experience  and  training  in  worship. 

4.  Such  acquaintance  with  the  lives  of  heroes  of  the  faith 

as  will  make  him  feel  the  attractiveness  and  value  of 
right  behavior, 

5.  Knowledge  of  Bible  content  and  related  facts  of  geog- 

raphy and  histors'. 

6.  An  understanding  of  what  is  meant  by  a  Christian  life 

for  a  junior  child. 

7.  Opportunities  for  service. 

8.  Ample  opportunity  for  social  contact  under  guidance. 
Means 

III.  As  means  for  realizing  these  ends,  provisions  should  be 

made  for: 
1.  Religious  instruction  and  religious  experiences  suited 
to  this  stage  of  moral  and  spiritual  development,  se- 
cured through: 

(a)  The  use  of  Junior  Graded  Lessons. 

(b)  Graded  Junior  Supplemental  Lessons,  when  Uni- 
form Lessons  are  used.  (Some  denominations 
recognize  only  Graded  Lessons.) 

(c)  Special  studies  in  the  Life  of  Christ  in  the  last  year 
of  the  junior  period. 

(d)  A  coml:)ination  of  the  story,  recitation,  and  question 
methods  in  teaching,  with  use  of  Bible  by  pupils, 
and  suitable  handwork. 


20    ^fje  Sfuniorj^:  l^oto  to  ^eacfj  anb  tlTrain  tr!)em 

(e)  The  use  of  pictures,  blackboards,  maps,  and  other 
illustrative  material. 

(f)  The  memorization  of  Scripture  and  church  hymns 
related  to  the  lesson  text. 

(g)  Frequent  competitive  map,  memory,  and  Bible 
drills  between  classes. 

(h)  Graded  correlated  missionary  instruction. 
(i)    Graded  correlated  temperance  instruction. 

2.  Worship  whic>  expresses  feelings  and  aspirations  pos- 

sible to  a  junior  child,  secured  through: 

(a)  Appropriate  service  of  worship. 

(b)  Reverent  atmosphere  and  proper  environment, 

(c)  The  superintendent's  spirit  and  manner  and  the 
teacher's  reverent  participation  in  the  service. 

3.  An  environment  which  inspires  natural,  reverent  wor- 

ship, and  is  conducive  to  orderly  study  and  work,  se- 
cured through: 

(a)  A  separate  room  (curtained  or  screened  place,  where 
room  is  not  available),  light  and  well-ventilated. 

(b)  Separated  classes  during  lesson  period  (partitions, 
curtains,  or  screens). 

(c)  Attractive  decorations  and  arrangement. 

(d)  Comfortable  chairs  and  class  tables. 

(e)  Adequate  materials  for  teachers  and  pupils. 

(f)  A  separate  program  for  entire  session,  where  a  room 
is  available. 

4.  Stimulation  through  incentives  and  rewards,  in  order 

that  right  actions  may  become  habitual,  secured  by: 

(a)  Credits  given  for  (1)  regularity,  (2)  punctuality,  (3) 
systematic  giving,  (4)  daily  Bible  reading  and  study, 
(5)  memory  work,  (6)  neatness  and  completeness  in 
handwork,  (7)  church  attendance. 

(b)  Departmental  Honor  Roll. 

(c)  Class  banner. 

(d)  Department  motto,  such  as  "Be  Ye  Doers  of  the 
Word." 

(e)  Teacher's  example  and  helpfulness. 

(f)  Exhibit  of  pupil's  work. 

5.  Opportunities  for  self-expression  in  conduct,  individual 

and  social,  secured  through: 

(a)  Worship  in  hymn,  prayer,  and  Scripture. 

(b)  Participation  in  class  or  department  drills. 

(c)  Doing  required  handwork. 

(d)  (iiving  to  the  local  church,  missions,  and  benevo- 
lences. 


^tanbarb  for  a  SFunior  department  21 

(e)  Departmental  and  individual  acts  of  service. 

(f)  Signing  the  temperance  and  anticigarette  pledge. 

(g)  Frequent  social  gatherings. 

(h)  Entering  into  Church  meml)ership. 

6.  Teachers  qualified  by  nature,  religious  experience,  and 

training,  that  is,  teachers  who 

(a)  Possess  a  sympathetic  understanding  of  the  ex- 
periences, interests,  needs,  and  possibiJities  of  junior 
boys  and  girls. 

(b)  Meet  the  need  of  these  pupils  for  Christian  adult 
companionship  in  everyday  life. 

(c)  Live,  worship,  and  work  in  harmony  with  all  that  is 
desired  for  the  pupils. 

(d)  Are  graduates  or  students  in  a  Training  Course,  a 
Community  Training  School,  or  a  School  of  Prin- 
ciple and  INIethods. 

(e)  Are  continuing  their  specialized  training  in  a  Graded 
Union  or  by  the  reading  of  one  specialization  book 
a  year. 

7.  Pupils  of  nine,  ten,  eleven,  and  twelve  years  of  age 

grouped  into  classes  or  a  department,  according  to 
age,  sex,  interest,  and  abihty. 

(a)  In  a  small  school,  a  class  of  boys  and  a  class  of  girls, 
separated  from  other  classes. 

(b)  In  a  larger  school,  a  Junior  Department,  with  a 
superintendent,  officers,  class  teachers,  and  classes 
comprising  not  more  than  eight  pupils. 

(c)  Class  groups: 

1.  Pupils  approximately  nine  years  of  age  in  first- 

year  grade  or  class. 

2.  Pupils  approximately  ten  years  of  age  in  second- 

year  grade  or  class. 

3.  Pupils   approximately   eleven   years   of   age   in 

third-year  class  or  grade. 

4.  Pupils   approximately   twelve   years   of   age   in 

fourth-year  class  or  grade. 

(d)  Promotion  of  pupils  from  grade  to  grade  within  the 
department;  graduation  from  the  fourth  grade  into 
the  Intermediate  Department,  with  recognition  on 
the  annual  promotion  day. 


CHAPTER  III 

(Organisation 

"  The  need  of  the  pupil  is  the  law  of  the  school'^ 
I.  Department 

In  order  to  develop  the  religious  life  of  these  girls 
and  boys,  it  will  be  necessary  to  find  some  way  of  group- 
ing them  together  so  that  teachers  who  are  especially 
fitted  for  instructing  pupils  from  nine  to  twelve  years  of 
age,  inclusive,  may  have  the  opportunity  of  touching 
the  lives  of  all,  and  not  merely  some  of  them. 

Preparation  for  the  formation  of  this  group  should  be 
made  at  a  meeting  of  the  officers  and  teachers  of  the 
school.  The  needs  of  the  juniors  should  be  presented 
to  those  who  attend  and  plans  for  grouping  the  children 
should  be  carefully  discussed.  A  complete  enrollment 
of  the  pupils  must  be  made,  and  a  statement  prepared 
showing  the  age,  day-school  grade,  and  general  Biblical 
knowledge  of  each  pupil.  The  children  should  be 
grouped,  or  graded,  chiefly  according  to  age,  but  with 
a  recognition  of  the  day-school  grade  and  the  extent 
of  BibUcal  knowledge.  As  a  rule,  no  pupil  who  cannot 
read  and  write  reasonably  well  should  be  in  this  par- 
ticular group,  although  exceptions  are  made  in  the  cases 
of  pupils  who  are  overgrown  physically  but  are  men- 
tally backward.  After  a  careful  examination  of  the 
statement,  all  the  children  who  meet  the  requirements 

22 


(i^rgani^ation  23 


of  age,  day-school  grade,  and  Biblical  knowledge, 
should  become  members  of  the  department  group  known 
as  the  Junior  Department.  It  should  be  understood 
by  all  that  the  years  from  nine  to  twelve  are  junior 
years  and  that  promotion  will  not  be  made  until  the 
pupil  has  reached  or  is  nearing  the  thirteenth  birthday. 
The  further  organization  of  the  group  will  depend  upon 
the  number  of  pupils  enrolled  and  the  number  of  avail- 
able teachers.  If  the  number  of  pupils  is  fifty  or  over, 
there  will  no  doubt  be  opportunity  for  eight  classes, 
one  of  boys  and  one  of  girls  for  each  of  the  four  grades 
in  the  department.  If  it  should  prove  to  be  impossible 
to  secure  eight  teachers,  then  four  teachers  could  take 
care  of  four  classes:  one  of  boys  approximately  nine 
and  ten  years  of  age;  one  of  boys  eleven  and  twelve 
years  of  age;  one  of  girls  nine  and  ten  years  of  age; 
and  one  of  girls  eleven  and  twelve  years  of  age.  If 
the  number  of  pupils  is  very  small,  say  ten  or  twelve, 
and  the  teachers  few,  then  at  least  two  classes  should 
be  formed,  one  of  boys  from  nine  to  twelve  years  and 
one  of  girls  of  the  same  ages.  Two  teachers  could 
teach  these  two  classes. 

Please  note  that  boys  and  girls  are  grouped  sepa- 
rately. This  arrangement  is  made  because  their  in- 
terests diverge  materially  and  better  work  is  done  with 
such  separate  grouping. 

The  number  of  pupils  in  a  class  should  not  be  over 
eight  and  sometimes  it 'seems  better  to  have  six.  New 
pupils  should  be  assigned  to  their  proper  classes  by  an 
officer  of  the  department  or  by  the  teacher  in  charge  of 


24    '^i)t  Sfnniov^:  ?^ofco  to  tKeacf)  anti  ^rain  tKfjem 

classification.  In  some  Junior  Departments  there  is  an 
ungraded  class  in  which  new  pupils  meet  for  several 
Sundays  to  be  prepared  for  entering  their  proper  grades. 
The  pupils  should  stay  in  the  classes  to  which  they  are 
assigned  until  the  regular  promotion  time,  when  they 
pass  on  to  the  next  grade.  The  promotion  should  be 
based  partly  upon  age  and  partly  upon  attainments. 
Teachers  should  not  be  promoted  with  their  classes. 

The  number  of  officers  and  teachers  necessary  to  do  the 
work  outlined  for  the  Junior  Department  will  depend 
upon  the  number  of  pupils,  the  place  of  meeting,  and 
the  type  of  program  used.  In  a  department  of  forty 
or  fifty  pupils,  meeting  in  a  separate  room,  with  a 
separate  program,  there  should  be  a  superintendent,  an 
assistant  superintendent,  a  secretary-treasurer,  a  li- 
brarian, a  pianist,  eight  teachers,  and  eight  substitute 
teachers.  A  very  large  department  will  require  a  larger 
corps  of  officers  and  teachers.  Among  the  additional 
officers  there  might  be  a  superintendent  of  missionary 
instruction,  a  superintendent  of  temperance  instruc- 
tion, a  visitation  superintendent,  a  classification  super- 
intendent, a  supervisor  of  handwork  and  home  work, 
and  a  social  superintendent.  In  a  small  school  where 
there  are  from  twelve  to  twenty  pupils,  meeting  in  a 
corner  separated  from  the  main  room  by  screens,  and 
uniting  with  the  main  school  during  the  opening  and 
closing  services,  the  number  of  officers  and  teachers 
would  be  much  smaller.  Nevertheless,  some  one  should 
have  charge  of  this  especial  work  and  be  praying  and 
planning  for  it  each  week.     Suppose  there  were  four 


0tqani}aiion  25 


classes,  one  of  nine-  and  ten-year-old  boys,  another  of 
girls  of  those  ages,  another  of  boys  of  eleven  and  twelve, 
and  a  fourth  of  girls  of  eleven  and  twelve.  If  the  num- 
ber of  available  workers  is  small,  one  teacher  could  act 
as  superintendent,  another  as  assistant  superintendent, 
a  third  as  secretary-treasurer,  and  the  fourth  as  home- 
work superintendent. 

Provision  must  be  made  for  substitute  teachers. 
The  organized  adult  and  secondary  division  classes 
should  furnish  such  substitutes. 

The  duties  of  the  superintendent  are:  to  see  that  the 
department  is  properly  organized  and  equipped;  to 
plan  for  the  right  kind  of  program ;  to  pla^i  a  way  to 
secure  home  cooperation ;  to  arrange  and  hold  monthly 
meetings  of  the  pupils  and  teachers;  to  attend  meetings 
and  read  books  which  will  develop  her  for  larger  service 
in  this  department ;  and,  above  all  else,  to  live  a  Christ- 
like life. 

The  duties  of  the  assistant  superintendent  are:  to  do 
the  work  of  the  superintendent  during  any  time  of 
absence;  to  assist  the  superintendent  in  every  possible 
way.  This  assistance  may  be  rendered  by:  (1)  classi- 
fying new  pupils;  (2)  welcoming  and  seating  visitors; 
(3)  finding  substitute  teachers;  (4)  teaching  the  new 
songs,  or  taking  charge  of  the  special  missionary  and 
temperance  programs. 

The  duties  of  the  secretary-treasurer  are:  to  keep  an 
accurate  enrollment  of  the  department,  noting  the 
name,  address,  and  date  of  birth  of  each  pupil;  to  keep 
a  correct  record  of  the  attendance  and  the  offerings  of 


26    Vt^i)t  STuniorjS:  l^olu  to  tE^eacfj  anb  tlTrain  tIDfjem 

each  pupil  and  report  the  same  to  the  secretary  and 
treasurer  of  the  school;  to  see  that  each  class  is  fur- 
nished with  all  the  equipment  necessary  for  the  day's 
work;  to  take  charge  of  special  missionary  offerings 
and  see  that  they  go  to  the  proper  places;  to  send  out 
notices  of  parents'  or  teachers'  meetings  and  attend  to 
any  other  necessary  department  correspondence. 

The  duties  of  the  pianist  include:  cheerful  obedience 
to  all  directions  given  by  the  superintendent;  regular, 
punctual  attendance;  search  for  the  best  music  for 
juniors,  always  to  be  submitted  to  and  accepted  or 
rejected  by  the  superintendent. 

The  duties  of  teachers  are :  to  be  at  Sunday  school  on 
time,  all  the  time;  to  set  a  good  example  of  clean,  fine, 
Christian  living  to  those  whom  they  teach;  to  prepare 
all  lessons  prayerfully  and  carefully;  to  be  thoroughly 
acquainted  with  all  their  pupils;  to  pray  for  all  their 
pupils  individually;  to  secure  home  cooperation;  to 
plan  for  knowing  the  pupils  socially;  to  stay  in  the 
grade  so  that  they  may  become  specialists  in  that  grade; 
to  give  loyal  and  sympathetic  cooperation  to  the  super- 
intendent; to  take  a  training  course  and  follow  it  by  a 
special  reading  course  for  junior  teachers. 

The  Duties  of  Substitute  Teachers. — Substitute  teach- 
ers should  be  assigned  to  a  certain  grade  and  should  be 
prepared  to  teach  the  lesson  in  that  grade  every  Sun- 
day, though  they  may  not  often  be  called  upon  to  leave 
the  adult  or  secondary  division  classes  where  they 
ordinarily  meet.  Older  boys  and  girls  of  eighteen  and 
nineteen  years  of  age  make  splendid  teachers  if  they  are 


Organisation  27 


willing  to  train  for  such  service.  A  substitute  teacher 
should  attend  the  monthly  meetings  of  the  junior  work- 
ers; attend  all  social  gatherings  of  the  children  in  order 
to  become  better  acquainted  with  them;  attend  the 
parents'  meetings;  read  at  least  two  books  on  the  Junior 
Department;  prepare  every  week  the  lesson  taught  in 
the  grade  in  which  he  or  she  substitutes.  In  this  way 
he  or  she  will  be  familiar  with  the  foundation  for  the 
work  done  on  the  days  he  or  she  substitutes. 


II.  Class  Organization 

The  junior  worker  craves  for  the  pupils  the  ability 
to  govern  themselves.  Class  organization  for  the  ten-, 
eleven-,  and  twelve-year-old  children,  or  in  the  second, 
third,  and  fourth  year  classes,  has  been  found  an  effec- 
tive method  of  making  them  feel  a  certain  very  real 
responsibility  for  the  behavior  of  the  department  and 
for  the  character  of  the  work  done  by  the  classes.  It 
also  develops  the  right  sort  of  class  spirit. 

The  officers  of  the  classes  organized  are  as  follows: 
1.  The  president,  whose  duty  is  to  preserve  order,  to 
urge  the  members  of  the  class  to  do  their  best  work,  and 
to  keep  a  record  of  the  credits  of  the  individual  members 
and  of  the  class  as  a  whole.  Credits  are  given  for  (1) 
regularity,  (2)  punctuaHty,  (3)  systematic  giving,  (4) 
daily  Bible  reading  and  study,  (5)  memory  work,  (6) 
neatness  and  completeness  in  handwork,  (7)  church  at- 
tendance. 


28    tKfte  3Junm^:  l^oto  to  ^eacfi  anb  V^tain  ^i)tm 

2.  The  secretary,  whose  duty  it  is  to  mark  the  at- 
tendance, to  urge  regularity  and  punctuaUty,  and  to 
assist  the  teacher  in  looking  after  the  absentees. 

3.  The  treasurer,  whose  duty  it  is  to  keep  a  record  of 
the  offering  of  each  pupil,  to  urge  systematic  giving,  and 
to  carry  the  offering  to  the  superintendent  at  the  time 
of  the  offering  service. 

All  three  officers  should  be  elected  each  quarter. 
In  some  schools  the  president  is  the  pupil  who  has  made 
the  highest  record  during  the  past  quarter.  The  su- 
perintendent and  teachers  should  use  these  young 
officers  whenever  possible.  It  is  also  wise  to  let  the 
department  set  its  own  standards  and  make  its  own  rules 
(guided,  of  course,  by  the  superintendent  and  other 
workers)  for  the  members  will  then  take  delight  in 
reaching  the  standard  and  obeying  the  rules.  One 
thing  must  be  remembered :  It  is  very  difficult  to  guard 
the  work  of  these  young  officers  without  letting  them 
know  of  the  supervision,  and  yet  this  very  thing  must 
be  done,  for  the  children  are  too  young  and  too  un- 
trained to  be  left  alone  with  the  work. 

in.  The  Parent-Teacher  Association 

There  are  three  important  factors  influencing  the 
life  of  the  junior  pupil;  the  home,  the  day  school,  and 
the  Sunday  school.  All  three  factors  should  be  closely 
related.  Because  the  same  great  principles  underlie 
all  education,  whether  secular  or  religious,  it  is  not 
difficult  to  relate  the  day  schools  and  the  Sunday  schools. 
Ind>eed,  our  leaders  have  already  arranged  a  curriculum 


^ruanijation  29 


in  harmony  with  the  child's  physical  and  intellectual 
development,  and  therefore  in  harmony  with  the  curric- 
ulum of  the  day  school.  For  this  reason  it  is  possible 
to  relate  the  history,  geography,  music,  and  handwork 
of  the  two  schools.  Wise  day-  and  Sunday-school 
teachers  cooperate  with  one  another  and  aid  the  pupil 
by  establishing  the  same  high  standards  of  Christian 
living,  thus  showing  him  that  in  his  daily  life  he  must 
put  into  practice  the  lessons  he  learns  at  either  school. 
It  is  far  more  difficult  to  relate  the  work  of  the  home  and 
the  Sunday  school;  j^et,  because  there  can  be  no  de- 
velopment of  Christian  character  unless  the  truths 
taught  by  the  church  can  be  expressed  in  everyday  life, 
the  home  must  be  related  to  the  Sunday  school,  for  in 
the  home  these  truths  receive  or  do  not  receive  empha- 
sis, and  the  pupil  is  given  or  is  not  given  an  opportunity 
for  self-expression.  The  habits  of  daily  Bible  reading 
and  prayer,  punctual,  regular  attendance  upon  Sunday 
school  and  church,  systematic  giving,  doing  the  daily 
work  outlined  in  the  textbook,  are  all  largely  dependent 
upon  the  attitude  of  the  home.  How  shall  we  bring  the 
home  and  the  Junior  Department  together?  Organize 
a  Parent-Teacher  Association  with  president,  vice  presi- 
dent, secretary,  and  treasurer,  and  Membership,  Social, 
Devotional,  and  Program  committees.     See  page  101. 

rV.  The  Junior  Teachers'  Association 

If  success  is  to  crown  the  work  of  the  Junior  Depart- 
ment, it  is  absolutely  necessary  that  there  be  sympa- 
thetic cooperation  among  the  officers  and  teachers  of 


30    tlTfie  Hfuniorfli:  ^oto  to  Ceaci)  anb  ^xain  tEfjcm 

the  department.  The  truest  cooperation  cannot  be 
secured  unless  the  workers  pray  and  plan  together. 
For  this  reason  there  should  be  a  Junior  Teachers' 
Association.  The  superintendent  of  the  department 
becomes  the  president  of  this  association,  the  assistant 
superintendent  the  vice  president,  the  secretary  of  the 
department  the  secretary  of  the  association.  See  page 
104. 


1 


Si 

3 


m 


& 


CHAPTER  IV 

equipment 

"TAe  need  of  the  pupil  is  the  law  of  the  school" 
A  Separate  Apartment 

In  Pittsburgh  there  is  a  church  building  in  which  is 
located  an  ideal  apartment  for  the  juniors.  It  is  clean, 
attractive,  well-lighted,  and  well-ventilated.  There 
are  separate  classrooms  which  open  into  a  general  as- 
sembly room  in  which  are  held  the  opening  and  closing 
services.  Only  a  few  junior  superintendencs  are  so 
fortunate  as  to  have  such  an  apartment.  Others  must 
be  and  are  grateful  for  single  rooms  wholly,  or  partially, 
separated  from  the  main  rooms.  Still  others  must 
pursue  their  work,  doing  the  best  they  can,  while  com- 
pelled to  meet  in  the  one  room  of  the  church  building 
with  no  separate  service  of  worship,  and  only  separated 
by  screens  or  curtains  at  the  lesson  time.  The  best 
work  can  be  done  only  when  there  is  complete  separa- 
tion during  the  whole  Sunday-school  period.  This  is 
the  way  to  provide  the  instruction  the  juniors  really 
need,  and  the  training  which  should  be  given  them 
through  a  properly  planned,  worshipful  program.  If 
the  juniors  meet  with  the  main  school,  they  are  forced 
to  join  in  a  program  which  has  been  planned  to  meet  the 
needs  of  adults,  and  which  does  not  offer  an  oppor- 
tunity for  the  teacher  to  cultivate,  or  for  the  child  to 

31 


32    ^fje  Hfuniorjf:  ^oto  to  tIDeacb  anb  TIDrain  tK^em 

express  a  child's  feelings,  love,  reverence,  gratitude, 
praise,  and  thanksgiving.  If,  perchance,  the  juniors 
meet  with  the  primary  children,  the  loss  and  harm  to 
character-building  are  still  greater.  The  program,  prop- 
erly planned  to  meet  the  needs  of  children  of  six,  seven, 
and  eight  years  of  age,  falls  far  short  of  helping  the 
junior  whose  interests  and  experiences  are  so  widely 
different.  Under  such  conditions  the  juniors  are  apt 
to  become  restless,  inattentive,  disorderly,  and  irrever- 
ent. Their  active  brains  and  bodies  have  too  little  to 
do,  hence  the  harmful  result.  When  the  juniors  have  a 
separate  room,  programs  can  be  arranged  which  will 
cultivate  the  religious  feelings  of  love,  reverence,  thanks- 
giving, and  praise;  which  will  afford  opportunity  to 
use  the  passages  of  Scripture  and  the  hymns  that  have 
been  memorized;  which  will  tend  to  fix  habits  of  daily 
prayer,  Bible  reading,  pure  thinking,  clean  living,  and 
service  to  others.  It  is  imperative  therefore  that  the 
juniors  have  a  separate  room.  (In  some  Sunday  schools 
the  Organized  Bible  Classes  of  men  and  women  are 
providing  the  funds  for  building  such  rooms  for  the 
juniors  in  churches  where  there  are  no  available  sepa- 
rate rooms.) 

Separation  by  Curtains  or  Screens 

This  is  necessary  in  the  one-room  building.  Wires 
may  be  stretched  or  poles  adjusted  in  order  to  use  the 
curtains,  or  folding  screens  may  be  set  around  the  pews 
which  the  juniors  occupy.  Such  separation  serves  to 
prevent  inattention,  gives  opportunity  for  the  use  of 


equipment 


33 


maps,  blackboard  charts,  and  pictures,  and  permits  such 
expressional  activities  as  Bible  drills,  class  prayer,  wor- 


DEGINNERS  ; 


.•J?- 


.<£ 


PULPIT 


'.PRIMARY 


^\>- 


i<y 


_\^ 


A^' 


sV 


< 


Suggested  Arrangement  of  Departments  in  a  One  Room  Church 
Building 

shipful  giving,  and  story-retelling.     Do  your  best  in 
such  a  corner,  but  work  and  pray  and  plan  for  a  sepa- 


34    tKJjc  Junioisf:  ^oU)  to  Ccaclj  anb  Ciaiit  STIkiU 


rate  room.     ]!]inpha.sis  must  Ix^  laid  upon  the  necessity 
for  keeping;  the  room  or  corner  clean,  neat,  and  as  beauti- 


JUNIOR 


PULPIT 


:c^ 


.:^^-^ 


^ 


N.^ 


\^  o 


BEGINNERS 


<S>c\^  PRIMARY 


SCREEN 


-^^ 


x^:^ 


^^^ 


vV 


K 


>o- 


Suggested  Arrangement  of  Departments  in  a  One  Room  Chureh 
Building 


ful  as  possible  if  an  atmosphere  of  oi-dcM*  is  to  ])e  main- 
tainetl,  and  if  the  pupil  is  to  learn  to  love  Ood's  house 


3(i    tKtjc  ^Tuniors;:  ?^oto  to  tKcadj  anb  ^rain  tlDjjem 

and  to  desire  to  be  there  regularly.  (When  there  is 
only  one  room  separated  from  the  main  room,  it  should 
be  given  to  the  beginners  and  primary  children.  Under 
such  circumstances  the  juniors  should  meet  with  the 
main  school.) 

Furnishing  the  Room 

The  floor  and  wall  coverings  should  be  harmonious 
in  color  and  should  be  in  keeping  with  the  color  of  the 
woodwork.  Cork  matting  has  been  found  very  good 
because  it  deadens  the  sounds  of  moving  tables,  chairs, 
or  feet.  Walls  covered  with  unfigured,  dull-green, 
brown,  or  ecru-colored  paper  make  a  good  background 
for  a  few  good  pictures.  Such  pictures  as  the  following 
are  suitable  because  of  the  ideals  presented: 

Christ  Among  the  Doctors Hofmann. 

The  Angelus Millet. 

The  Last  Supper Da  Vinci. 

The  Sistine  Madonna' Raphael. 

(Christ  and  the  Rich  Young  Ruler Hofmann. 

Sir  Galahad Watts. 

Daniel  in  the  Lions'  Den Riviere. 

Moses  with  the  Tables  of  the  Law Raphael 

There  should  be  hooks  on  one  or  more  sides  of  the 
room  for  wraps  and  hats  in  order  that  the  children  may 
])e  comfortable.  A  musical  instrument  is  necessary  in 
order  to  have  a  service  of  worship  that  will  be  truly 
helpful  to  juniors.  The  classes,  of  six  or  eight  pupils 
each,  should  have  tables  and  chairs  of  the  proper  height. 
The  six-  or  eight-sided  tables  twenty-six  to  twenty-eight 
inches  high  are  much  liked,  inasmuch  as  they  afford  indi- 
vidual spaces  for  the  pupils.     If  these  tables  have  small 


equipment  37 


drawers  for  each  side  then  each  pupil  may  have  a  place 
for  his  or  her  own  personal  equipment.  The  chairs 
should  be  about  sixteen  inches  high,  made  so  that  the 
back  of  the  child  may  touch  the  back  of  the  chair  and 
the  feet  rest  upon  the  floor.  It  is  desirable  that  the 
superintendent  should  have  a  table  and  a  cabinet  or 
closet  for  the  department  supplies.  A  cabinet  can  be 
made  by  some  of  the  men  or  older  boys  of  the  Sunday 
school,  or  may  be  purchased  in  sections  as  the  supplies 
demand.  A  wall  missionary  map  of  the  world,  a  wall 
temperance  pledge,  your  country's  flag,  the  Christian 
flag,  the  temperance  flag,  a  department  honor  roll, 
pictures  of  missionary,  temperance,  and  patriotic  heroes 
and  heroines  (David  Livingstone,  John  G.  Paton,  John 
Elliot,  Frances  Willard,  George  Washington,  Sir  Wilfred 
Lam-ier,  Dr.  Egerton  R.  Young,  Mrs.  Letitia  Yeomans, 
Queen  Victoria,  Abraham  Lincoln),  missionary  and  tem- 
perance bulletin  boards,  offering  baskets,  a  birthday 
bank,  plants  and  flowers,  a  department  pennant  (junior), 
and  a  department  motto  ("Be  Ye  Doers  of  the  Word ") : 
all  these  aid  in  the  great  work  of  character-building 
which  goes  on  in  a  Junior  Department.  A  blackboard 
will  be  found  useful  for  map  work,  drills,  announce- 
ments, and  so  forth.  A  sand  table  is  useful  in  studying 
the  geography  of  the  Holy  Land.  Place  it  in  the  corner 
of  the  room  and  let  the  classes  take  turns  in  using  it. 
(Some  Sunday  schools  have  the  sand  table  in  a  small 
separate  room  kno^m  as  the  Geography  Room.  Classes 
in  the  Junior  and  Intermediate  departments  take  turns 
about  once  a  quarter  in  having  a  geography  lesson  in 


38    tinije  HTuniorsi:  J^ofao  to  ^cndj  anb  Crain  ^fjem 

this  room.)  Other  desirable  things  are  stereographs 
and  pictures  showing  places  in  the  Holy  Land,  mission- 
ary curios,  and  miniature  models  of  oriental  houses, 
the  Temple,  the  ark,  a  shepherd's  tent,  and  so  forth. 


Class  Equipment 

Each  class  should  have  a  box  in  whicli  are  kept  the 
class  record  book,  the  offering  envelope,  the  paper, 
pencils,  and  crayons  needed  for  any  handwork  done  in 
the  class. 

The  Pupil's  Equipment 

Each  junior  must  own  (1)  a  Bible,  that  he  may  learn 
to  handle  it  readily,  become  attached  to  it,  and  form  the 
habit  of  using  it  daily  (the  parents  should  provide  this 
book  but  if  they  cannot,  or  will  not,  then  the  church 
must  make  provision  for  the  pupil.  The  type  should 
be  large  enough  for  the  child  to  read  easily) ;  (2)  a  work 
and  study  book  and  material  for  handwork;  (3)  a  hymn 
book. 

The  Teacher's  Equipment 

(1)  A  teacher's  Bible  with  concordance. 

(2)  A  complete  set  of  Junior  Graded  Lesson  textbooks 
for  the  grade  which  is  being  taught;  also  a  set  of  the 
Pupil's  Work  and  Study  Books  for  the  same  grade. 

(3)  A  notebook  for  keeping  a  record  of  the  required 
memory  work  of  the  grade  which  is  being  taught. 

(4)  A  special  collection  of  pictures  made  gradually  by 
cuttings  from  magazines,   papers,   and  by  purchases 


((Equipment  :^)9 


from  such   picture   companies  as  the  Perry  Pictures 
Co.,  and  the  W.  A.  Wilde  Co. 

(5)  Maps  which  show  locations  of  places  mentioned 
in  the  lessons  used  in  the  grade  being  taught;  e.  g.,  a 
map  which  shows  Palestine  at  the  time  of  Abraham, 
Isaac,  Jacob;  a  map  of  Palestine  at  the  time  of  Jesus; 
a  map  showing  Paul's  missionary  journeys.  The  Kent- 
Madsen  maps  on  a  standard  are  fine  for  class  use. 

(6)  A  small  teacher's  library  for  personal  use.  The 
following  books  might  be  purchased: 

The  Unfolding  Life — Lamoreaux. 

The  Junior  Worker  and  His  Work — Robinson. 

One  Volume  Commentary — Dummelow. 

One  Volume  Dictionary — Hastings. 

The    Introduction    of    Graded    Lessons — Junior    Manual — 

Josephine  Baldwin. 
The  Child  for  Christ— McKinney. 
Stories  and  Story  Telling — St.  John. 
The  Graded  Sunday  School  in  Principle  and  Practice — Meyer. 

(7)  A  blank  book  in  which  to  note  special  information 
in  regard  to  each  child.     (See  page  16  in  chapter  L) 

The  Junior  Pupil's  Library 

One  of  the  most  important  things  to  be  considered  in 
the  plans  made  for  the  development  of  Christian  char- 
acter and  for  the  training  of  the  young  in  Christian 
service  is  the  reading  matter  which  is  furnished  them. 
If  the  reading  matter  is  adapted  to  the  interest  and 
understanding  of  the  young  readers  and  is  of  high  and 
noble  quality,  new  ideals  of  life  and  service  will  be  re- 
ceived from  the  printed  page.  The  young  hero  wor- 
shipers who  read  will  be  inspired  to  be  brave,  self-rehant, 


40    ^tje  funiorsf:  ^oto  to  ^eac!)  anb  tKrain  ^Ijem 

manly  or  womanly,  in  imitation  of  the  heroes  and  hero- 
ines of  the  stories  read.  The  boys  and  girls  all  longing 
to  do  something,  will  go  forth  to  make  their  lives  count 
for  something  in  the  church,  home,  school,  and  nat'on 
in  which  they  live. 

New  knowledge  of  peoples  and  lands  will  be  gained; 
new  friendships  will  be  made  with  the  great  and  good; 
true  conceptions  of  what  is  right  and  what  is  wrong  will 
be  formed;  desires  to  serve  others  will  be  aroused; 
love  of  home  and  church  and  country  will  be  developed. 
Indeed,  so  great  is  the  influence  of  reading  upon  char- 
acter that  it  is  truly  necessary  for  the  church  to  supply 
good  reading  matter  if  it  hopes  to  do  its  part  in  nur- 
turing  the  young.  In  recognition  of  this  great  truth, 
the  church  and  Sunday  school  should  supply  the  Junior 
Department  with  a  library  of  at  least  fifty  books,  more 
if  possible.  Teachers  should  read  *'The  Children's 
Readings,"  Alcott,  and  ''Fingerposts  to  Children's 
Reading,"  Field. 

Lists  of  good  books  for  children  to  read  may  be  secured 
from  the  following  sources: 

The  Free  Public  Library,  Newark,  N.  J.  (five  cents). 

American  Library  Association  Publishing  Board,  1  Washing- 
ton Street,  Chicago.  (Title:  Five  Hundred  and  Fifty  Children  s 
Books.) 

The  New  York  Public  Library,  New  York  (ten  cents).  (Title: 
Heroism,  A  Reading  List  for  Boys  and  Girls.) 

The  Cleveland  Public  Library,  Cleveland,  Ohio. 

The  Missionary  Education  Movement,  156  Fifth  Ave.,  New 
York. 

The  following  books  may  well  be  placed  in  a  Junior 
Pupils'  Library: 


equipment  41 


Joel,  A  Boy  of  Galilee — Johnson. 

Peeps  at  Many  Lands — Kelly. 

The  Battle  of  the  Bears — Young. 

Fifty  Famous  Stories   Retold — Baldwin. 

Thirty  More  Famous  Stories  Retold — Baldwin. 

Story  of  Roland — Baldwin. 

Story  of  Siegfried — Baldwin. 

In  the  Days  of  Giants — Brown. 

Little  Lame  Prince — Craig. 

Uncle  Remus — Harris. 

Wonder  Book — Hawthorne. 

Tanglewood  Tales — Hawthorne. 

Russian  Grandmother's  Wonder  Tales — Houghton. 

Water  Babies — Kingsley. 

Legends  of  the  Red  Children — Prate. 

Some  Merry  Adventures  of  Robin  Hood — Pyle. 

Story  of  King  Arthur  and  His  Knights — Pyle. 

King  of  the  Golden  River — Ruskin. 

Forest  Runners — Altsheler. 

i'oung  Trailers — Altsheler. 

Uncle  Sam's  Secrets — Austin. 

For  the  Honor  of  the  School — Barbour. 

Dan  Beard's  Animal  Book — Beard. 

Master  of  the  Strong  Hearts — Brooks. 

Kidnapped  Campers — Canfield. 

Last  of  the  Mohicans — Cooper. 

Pioneers — Cooper. 

Man  Without  a  Countrj^ — Hale. 

Campmates — Munroe . 

Flamingo  Feather — Munroe. 

Treasure  Island — Stevenson. 

Swass  Family  Robinson — Wyss. 

Lisbeth  Longfrock — Aaurud. 

Juan  and  Juniata — Barnum. 

Master  Skylark — Bennett. 

From  Sioux  to  Susan — Daulton. 

Donald  and  Dorothy — Dodge. 

Hans  Brinker — Dodge. 

From  Six  to  Sixteen — Ewing. 

Nelly's  Silver  Mine — Jackson. 

Beitie  Leicester — Jew^ett. 

Castle  Blair — Lugard. 

Florence  Nightingale — Richards. 

Quicksilver  Sue — Richards. 

Heidi — Spyri. 


42    ^i)t  3fnnm^:  ?#ob)  to  ^eadj  anli  ^rain  ^Ijcm 


Little  drey  House — McClure. 

When  Patty  Went  to  College — Webster. 

llebecca  of  Sunnybrook  Farm — Wiggin. 

PoUyanna — Porter. 

The  Poor  Little  Rich  Girl— Gates. 

Flint  Heart — Phillpotts. 

Honey  Bee — Anatole  France. 

Sherwood — Noyes. 

The  Quest  of  the  Four-Leaved  Clover— Labanlaye. 

David,   the  Hero — Robinson. 

The  Other  Wise  Man — Van  Dyke. 

Real  Stories  from  Our  History — Faris. 

The  Broadening  Path — Forbush. 

The  King  and  His  Wonderful  Castle — Brown. 

A  Song  of  Life — Morley. 

The  Romance  of  the  English  Bible — Faris. 

Fascinating  missionary  hooks  for  boys  and  girls  in- 
clude 

Fairy  Tales  from  Far  Off  Japan — Ballard. 
How  a  Little  Girl  Went  to  Africa — Bicknell. 
Ad\^entures  with  Four-Footed  Folk — Brain. 
All  About  Japan — Brain. 
Around  the  World,  Book  3-4-5— Carroll. 
Home  and  World  Series — Chamberlain. 

How  We  Are  Fed. 

How  We  Are  Sheltered. 

How  We  Are  Clothed. 

How  We  Travel. 
The  Continents  and  Their  People — Chamberlain, 

Africa. 

Asia. 

Europe. 

North  America. 

South  America. 
The  Story  of  Sonny  Sahib— Cotes. 
Under  the  Greek  Skies — Dragoumis. 

(Other  volumes  deal  with  child  life  in  Europe  known  as  Little 
Schoolmate  Series.) 

Children  of  Labrador — Dwight. 

(Ten  other  volumes  in  this  series  known  as  Children's  Mis- 
sionary Series.) 

Uganda's  White  Man  of  Work — Fahs. 


equipment  43 


Winning  the  Oregon  Country — Faris. 

The  Alaskan  Pathfinder — Faris. 

Peeps  at  Many  Lands — India — Finnemore. 

(More  than  fifty  other  volumes  known  as  Peeps  at  Many  Lands 
Series.) 

The  Unmannerly  Tiger  and  Other  Korean  Tales — Griffis. 

Children  at  Play  in  Many  Lands — Hall. 

The  Chinese  Boy  and  Girl — Headland. 

Missionary  Explorers  Among   the  American  Indians — Hum- 
phreys. 

The  Boy's  Catlin — Hvnnphreys. 

Wigwam  Stories — Judd. 

Black  Bearded  Barbarian — Keith, 

Romance  of  Missionary  Heroism — Lambert. 

The  Children's  Hero  Series — Lang. 

The  Story  of  Patteson — Elma  K.  Paget. 
Livingstone — Vautier  Golding. 
Stanley — Vautier  Golding. 
Chalmers — Janet  H.  Kelman. 

Manuel  in  Mexico — McDonald. 

(Many  other  volumes  in  this  series  known  as  Little  People 
Everywhere  Series.) 

Livingstone,  the  Pathfinder — Matthews. 

The  Dragon  and  the  Cross — Paine. 

Chinese  Fairy  Stories — Pitman. 

When  I  ^^'as  a  Boy  in  Japan— Sakac. 

When  I  ^^'as  a  Boy  in  China — Lee. 

(Other  books  in  this  series  include  Life  in  Greece,  Italy,  and 
Palestine.) 

Topsy-Turvy  Land — Zwemer. 

Zigzag  Journeys  in  the  Camel  Country — Zwemer. 


The  Junior  Workers'  Library. — The  management  of 
a  Junior  Department  requires  that  those  who  attempt 
the  work  shall  know  the  Bible  they  teach,  the  children 
they  teach,  the  work  of  the  Sunday  school  in  which 
they  teach,  and  the  work  of  teaching  itself.  The  fol- 
lowing books  should  be  found  on  the  shelves  of  the  Junior 
Workers'  Library. 


44    tlTfje  HTuniorfif:  i^oto  to  ^eacf)  anb  ^rain  ^Ijcm 

The  Bible 

A  Dictionary  of  the  Bible  (one  volume) — Davis. 

A  One  Volume  Commentary — Dummelow. 

The  Story  of  Jesus  Christ — Phelps. 

Bible  Miniatures — Wells. 

The  Romance  of  the  EngUsh  Bible — Faris. 

The  Holy  Land 

Out-of-Doors  in  the  Holy  Land — Van  Dyke. 

The  Historical  Geography  of  the  Holy  Land — Smith. 

The  Child  as  God's  Child— Rishel. 

The  Child  for  Christ— McKinney. 

Talks  of  Psychology  and  Life's  Ideals — James. 

The  Unfolding  of  Personality — Mark. 

Child  Study 
The  Unfolding  Life — Lamoreaux. 
Fundamentals  of  Child  Study — Kirkpatrick. 
Child  Nature  and  Child  Nurture — St.  John. 
The  Natural  Way  of  Moral  Training — Du  Bois. 
Some  Silent  Teachers — Harrison. 

Lesson  Teaching 

Talks  with  the  Training  Class — Slattery. 

Stories  and  Story  Telling — St.  John. 

The  Point  of  Contact  in  Teaching — Du  Bois. 
.    Seven  Laws  of  Teaching — Gregory. 

The  Pupil  and  the  Teacher — Weigle. 

Handwork  in  the  Sunday  School — Littlefield. 

Miscellaneous 

Graded  Social  Service — Hutchins. 

The  King  and  His  Wonderful  Castle-^-Brown. 

The  Graded  Sunday  School  in  Principle  and  Practice — Meyer. 

Nature  Study  and  Life — Hodge. 

The  Renewal  of  Life — Morley. 

The  Junior  Worker  and  His  Work — Robinson. 

Hymns  of  Worship  and  Service. 

Alleluia. 

Junior  Hymns  and  Carols — Leyda. 

Games  (Suggestions  for  the  play  life  of  the  children) — Ban- 
croft. 

The  Introduction  of  Graded  Lessons — Junior  Manual — 
Josephine  Baldwin. 


CHAPTER  V 

Wt^t  3^unior  program 

"The  need  of  the  pupil  is  the  law  of  the  schooV^ 

It  is  impossible  to  measure  the  value  to  character- 
building  of  a  carefully  prepared,  properly  adapted,  and 
reverently  conducted  program.  Such  a  program  will 
arouse  and  cultivate  the  religious  feelings  of  love,  praise, 
loyalty,  gratitude,  good  will,  and  reverence;  it  will  also 
afford  an  opportunity  of  expressing  such  feelings  in 
song,  responsive  Scripture  reading,  giving,  prayer, 
careful  attention,  cheerful  obedience,  and  in  thoughtful 
service  to  others.  Such  a  program  will  encourage  and 
fix  the  habits  of  daily  Bible  reading  and  prayer,  sys- 
tematic giving,  and  church  attendance.  Such  a  pro- 
gram will  develop  love  and  loyalty  to  God,  to  his  house, 
to  his  day,  and  to  his  Book. 

If  the  program  is  to  make  such  a  genuine  contribu- 
tion to  character-building,  there  are  certain  elements 
which  should  appear  in  the  order  of  service  every  Sun- 
day. These  are  worship,  fellowship,  instruction,  ser- 
vice to  others,  and  business;  and  all  these  elements 
should  be  welded  together  in  such  a  careful  way  as  to 
result  in  a  service  which  is  both  worshipful  and  joyous. 
It  must  be  remembered,  however,  that  no  matter  how 
worshipful  and  joyous  the  program  itself  may  be,  it 
will  fail  to  impress  the  pupils  in  this  way  unless  the 

45 


10  ttljc  lltiniors:  ^)o\ii  to  ^cacfj  nnb  tKraiit  tJTbem 

officers  and  teachers  take  part  in  the  service  with  rev- 
erent spirit  and  show  that  they  join  in  the  song,  the 
prayer,  the  responsive  Scripture  reading,  the  giving, 
and  the  lesson  teaching,  because  they  truly  love  the 
Lord.  The  program  should  be  carefully  planned  and 
arranged  by  the  superintendent,  and  written  copies 
furnished  for  the  assistant  superintendent  and  the 
pianist.  The  length  of  time  given  each  period  will 
depend  upon  the  time  allotted  for  the  whole  service. 
Each  period  should  receive  its  proper  proportion  of 
time.     In  this  way  the  program  may  be  well  balanced. 

Great  care  must  be  taken  in  conducting  the  program. 
The  following  suggestions  may  be  helpful: 

Provide  for  the  time  before  the  opening  of  the  session. 
A  program  can  easily  lose  its  power  and  its  charm  be- 
cause of  the  undirected  activities  of  children  who  arrive 
very  early  or  because  of  those  late  comers  who  disturb 
the  service  by  their  arrival  after  it  has  opened.  The 
first  class  needs  to  be  kept  busy  or  their  active  minds 
and  bodies  soon  stray  into  paths  of  mischief.  The 
second  class  needs  to  be  furnished  with  an  incentive 
for  arriving  on  time,  and  when  because  of  pure  interest 
they  do  come  punctually,  they  should  be  set  to  work  at 
once.  Thus  it  becomes  part  of  every  junior  teacher's 
work  to  provide  carefully  for  the  time  before  the  session. 
Every  pupil  should  be  actively  employed  all  the  time, 
although  merely  to  employ  him  is  not  the  sole  aim  of  the 
plan.  The  work  suggested  should  furnish  material 
for  his  character-building;  and  the  teacher  should  in- 
clude direct  instruction  for  the  purpose  of  creating  cor- 


^bc  Junior  j^rograirt  47 


rect  ideals  for  living,  as  well  as  training  for  the  purpose 
of  forming  and  fixing  good  habits.  The  junior  years 
belong  to  one  of  the  principal  habit-forming  periods  of 
life,  and  any  teacher  who  will  avail  himself  or  herself  of 
the  time  ''before  the  session"  will  find  opportunity  for 
helping  the  children  form  habits  of  punctuality,  in- 
dustry, and  reverence  for  God's  day  and  God's  house. 
The  teacher  who  fails  in  this  provision  will  assist  in  the 
formation  of  habits  of  tardiness,  idleness,  and  irrever- 
ence. Hence  the  following  suggestions  for  the  use  of 
the  time  before  the  session  are  given: 

For  Teachers  of  Graded  Lessons. 

(a)  Have  a  memory  drill  on  the  correlated  work. 

(b)  Plan  for  finishing  any  incomplete  pages  in  the  work  and 
study  books. 

(c)  Provide  for  doing  some  of  the  suggested  extra  honor  work. 
For  Teachers  of  the  Uniform  Lessons. 

(a)  Have  a  memory  drill  on  the  graded  supplemental  lessons. 

(b)  Plan  for  map-drawing,  using  the  maps  in  the  Bible  or  in  the 
Quarterly  for  copies.  Let  the  maps  include  Palestine  and 
Egypt  of  Old  Testament  times  and  the  Palestine  of  New 
Testament  times. 

(c)  Read  to  the  class  short  stories  from  the  lives  of  some  of  the 
world's  greatest  missionary  heroes. 

For  All  Junior  Teachers. 

(a)  Read  to  the  class  (one  or  two  chapters  each  Sunday)  such 
books  as  "The  King  and  His  Wonderful  Castle,"  by 
Brown;  "Good  Health"  and  "Control  of  Body  and 
Mind,"  of  the  GuHck  Series;  "A  Song  of  Life,"  by  Morley. 
Use  these  books  for  the  purpose  of  securing  intelligent 
pledge  signers. 

(b)  Read  to  the  class  stories  from  Everyland,  a  missionary 
magazine  of  thrilling  interest  to  boys  and  girls;  from  such 
books  as  "Topsy-Turvy  Land,"  by  Zwemer;  "Twelve 
Little  Pilgrims  Who  Stayed  at  Home/'  by  Scott;  "Old 
Country  Heroes,"  by  Mason.  Use  these  })Ooks  for  intensi- 
fying missionary  enthusiasm  and  directing  the  children's 
thoughts  to  the  recruits  needed  for  the  i'uM. 


48  Z\)t  Mnioti:  ?^oto  to  Zeati)  anb  tKrain  Cbem 

(c)  Let  the  class  prepare  picture  post  cards  which  they  have  re- 
ceived to  be  sent  to  the  home  and  foreign  missionaries  for 
the  purpose  of  dehghting  the  children  in  those  places. 
(Write  to  Rev.  Samuel  D.  Price,  Secretary  of  the  Depart- 
ment for  Utilizing  Surplus  Material  of  the  World's  Sunday- 
School  Association,  MetropoUtan  Building,  New  York 
City.  He  will  tell  you  how  to  send  this  material  to  the 
missionaries.) 

(d)  Let  the  class  make  a  Scriptural  scrapbook  to  send  to  one  of 
the  children's  hospitals  or  to  an  orphans'  home.  Verses 
of  Scripture  (capable  of  being  illustrated)  are  chosen  by  the 
teacher  and  written  or  printed  in  the  center  of  the  page. 
The  members  of  the  class  then  illustrate  the  verses  by 
pasting  pictures  above  and  below  the  verses. 

(e)  Let  the  members  of  the  class  find  and  mark  with  small 
strips  of  paper  any  Bible  references  the  teacher  expects  to 
use  in  teaching  the  lessons. 

Plan  to  have  the  late  comers  remain  outside  the 
junior  room  during  the  service  of  worship,  or  decide 
upon  certain  intervals  during  the  service  at  which  they 
may  enter. 

Request  all  teachers  and  officers  to  obey  the  signals 
given  and  to  cooperate  fully  throughout  the  entire  ser- 
vice. 

A  Separate  Session 

The  following  Order  of  Service  is  suggested  for  the 
Junior  Department  which  meets  in  its  own  separate 
apartment : 

I.  Quiet  Music. — To  call  attention  to  the  fact  that  the  service  is 

beginning. 

II.  Service  of  Worship. 

L  Invocation  by  superintendent. 

2.  Opening  hymn. 

3.  Responsive  Scripture  reading  (from  memory). 

4.  Prayer  (repeated  sentence  prayer). 

5.  Hymn. 


^t^  Junior  program  49 

III.  Fellowship  Service, 

1.  Welcome  to  new  pupils  and  visitors. 

2.  Prayer  for  absentees. 

3.  Birthday  greetings. 

4.  Departmental  expressional  activities. 

IV.  Bible  Drill. 

V.  Business. 

1.  Attendance  marked. 

2.  Offering  made  ready. 

3.  Individual    antl    class    credits    given    for    regularity, 

punctuality,  daily  Bible  reading  and  study,  system- 
atic giving,  memory  work,  handwork,  church  attend- 
ance. Individuals  receive  credits  for  each  of  these 
items;  the  class  receives  credit  only  when  every  indi- 
vidual in  the  class  has  performed  one  or  more  of 
these  duties. 

4.  Church  attendance  noted. 

5.  Class  credits  announced. 

VI.  Offering  Service. 

1.  Offering  brought  to  the  front 

2.  Bible  giving  verses. 

3.  Offering  prayer  or  song. 

VII.  Special  Service, 

This  may  be  of  a  missionary,  or  temperance,  or  patriotic 
character;  or  it  may  be  a  recognition  of  Christmas, 
Easter,  Children's  Day,  or  Thanksgiving. 

VIII.  The  Chief  Instruction  Period. 

1.  The  correlated  lesson. 

2.  The  lesson  for  the  day. 

IX.  The  Closing  Service. 

1.  Song. 

2.  Prayer. 

X.  Dismissal. 

1.  Quiet  music. 

2.  Distribution  of  papers  and  library  books. 

3.  Notices  or  announcements. 

4.  Wraps  and  hats  put  on. 

Comments  on  the  Program. — 

(Note  that  every  period  has  a  contribution  to  make  to  char- 
acter-building.) 
4 


50    ^i)t  Juniors;:  l^oto  to  ^eacb  anti  ^rain  Kf)tm 

I.  The  Quiet  Mudc. — This  music  should  be  used  for 
the  purpose  of  creating  a  reverent  atmosphere,  and  for 
training  the  pupils  to  respond  to  a  gentle,  instead  of  a 
loud,  clanging  signal  for  opening  the  session.  It  should 
consist  of  beautiful,  dignified,  churchly  music  which 
will  appeal  to  the  mind  and  soul  as  well  as  to  the  physi- 
cal nature  of  the  child.  Such  hymns  as  Come  Thou  Al- 
mighty King;  Nearer,  My  God,  to  Thee;  Jesus,  Saviour, 
Pilot  Me;  Guide  Me,  O  Thou  Great  Jehovah,  are  good 
examples  of  the  kind  of  music  which  should  be  used 
in  preparing  the  department  for  the  service  of  worship. 
It  is  also  well  to  use  such  great  selections  as  Handel's 
''Largo,"  which  will  not  only  create  reverent  atmos- 
phere, but  develop  a  love  for  the  best  music.  At  the 
beginning  of  this  music,  all  officers,  teachers,  and  pu- 
pils should  drop  whatever  they  are  doing  and  prepare 
for  the  service  of  worship. 

II.  The  Service  of  Worship. — All  junior  workers 
should  understand  that  the  devotional  service  appears 
in  the  program  for  the  purpose  of  awakening  and  culti- 
vating in  the  children  the  religious  feelings  of  love, 
gratitude,  praise,  penitence,  reverence,  and  loyalty. 
The  service  should  lead  the  pupils  to  commune  with 
God  in  fellowship  with  one  another.  Suitable  themes, 
such  as  God  is  Love,  Thanksgiving  to  God,  Serving 
God,  Following  Christ,  Giving  to  God,  The  Risen 
Lord,  Christian  Soldiers,  God's  Care,  God's  Loving- 
Kindness,  The  Birth  of  Jesus,  Our  Native  Land,  may 
be  used  to  guide  the  selection  of  hymns,  prayers,  and 
Bible  verses  of  which  the  service  of  worship  consists. 


tCije  3funior  program  51 

The  hj^niis,  the  prayers,  and  the  Scripture  readings 
must  be  adapted  to  the  interests  and  experiences  of 
juniors,  and  all  the  ideas  suggested  or  presented  should 
l)e  true  for  the  children,  involving  no  mental  reserva- 
tions. 

The  songs  and  hymns  sung  and  learned  by  the  juniors 
should  be  selected  with  the  utmost  care,  for  they  will 
not  only  express  the  present  religious  feelings  of  the 
children,  but  because  of  their  memorization  they  will 
become  permanent  mental  possessions  which  the  Holy 
Spirit  will  use  to  inspire  and  feed  their  souls  when  they 
are  older.  Hymns  of  praise,  thanksgiving,  service, 
martial  hymns,  prayer  hymns,  hymns  leading  the  child 
to  think  of  God's  love,  care,  companionship,  guidance, 
all  these  are  good.  The  sentiment  must  be  expressed 
in  good  language  and  the  words  set  to  good,  churchly 
music  in  order  to  be  worthy  to  be  sung  in  a  Junior  De- 
partment. The  hymns  should  be  memorized,  for  ten 
hymns  memorized  are  worth  a  hundred  in  a  book. 
Such  hymns  as  When  Morning  Gilds  the  Skies;  The 
Son  of  God  Goes  Forth  to  War;  All  Hail  the  Power  of 
Jesus'  Name;  FUng  Out  the  Banner;  Love  Divine,  All 
Loves  ExceUing;  Holy,  Holy,  Holy,  Lord  God  Al- 
mighty; My  Faith  Looks  Up  to  Thee,  are  types  of 
hymns  and  songs  which  should  be  chosen  for  the  use 
of  the  juniors. 

The  Scripture  passages  should  consist  of  portions 
which  the  juniors  have  memorized  and  should  be  chosen 
according  to  the  theme  of  the  program.  Many  of  the 
Bible  verses  give  beautiful  and  worshipful  expressions 


52  ^i)t  Juniors:   %)o\3i  to  tlTeacf)  anb  ^rain  ^fjcm 

to  the  children's  natural  feelings  of  love,  adoration,  and 
loyalty. 

The  Prayer. — Careful  attention  should  be  given  to 
this  part  of  the  service,  for  hundreds  of  junior  children 
have  learned  to  say  the  Lord's  Prayer  and  heard  many 
prayers,  short  and  long,  but  they  have  not  learned  to 
pray.  A  subject  for  prayer  should  be  chosen  each 
week.  It  should  be  something  of  interest  to  the  chil- 
dren. It  may  relate  to  the  mission  field,  to  a  local 
temperance  condition,  to  some  matter  affecting  the 
church,  or  the  children's  homes,  or  their  school,  to  the 
blessings,  or  sins,  or  needs  of  the  children  themselves. 
When  the  time  for  the  prayer  service  comes,  the  super- 
intendent should  state  the  subject  and  explain  why  it  is 
desirable  to  speak  to  the  heavenly  Father  about  it,  then 
ask  the  children  to  pray  about  it  silently.  A  repeated 
sentence  prayer  should  follow,  the  superintendent  lead- 
ing and  the  children  following  phrase  by  phrase.  In 
this  way  the  children  will  learn  how  and  about  what  to 
talk  with  God. 

III.  The  FelloiosMp  Service. — The  children  should  be 
encouraged  to  think  of  one  another  and  led  to  share  one 
another's  joys  and  sorrows.  New  pupils  and  visitors 
should  be  made  welcome,  the  absentees  should  be 
prayed  for,  sick  members  should  be  sent  kindly  greet- 
ings, and  birthdays  should  be  recognized  by  a  greeting, 
a  prayer,  and  a  song.  The  birthday  greeting  used  in 
many  Junior  Departments  is  found  in  Numbers  6  :  24- 
26.  Birthday  offerings  may  be  made  and  used  to  pur- 
chase flowers  for  the  sick,  or  gifts  for  the  poor. 


^f)e  3fviniov  program  i^3 

Special  departmental  activities  may  be  considered 
at  this  time.  If  there  is  a  local  or  foreign  need  it  should 
be  stated  to  the  children  and  they  should  be  encouraged 
to  say  what  they  think  ought  to  be  and  can  be  done. 
They  should  be  led  to  pray  for  guidance  in  their  de- 
cision and  for  blessing  upon  the  chosen  plan  for  render- 
ing assistance.  Juniors  may  naturally  engage  in  the 
following  activities:  Beautifying  their  own  church  or 
room;  helping  their  own  classmates;  dressing  dolls  and 
making  toys  or  scrapbooks  for  hospitals  and  orphan- 
ages; growing  flowers  for  the  flower  mission;  making 
and  selling  lemonade  to  aid  the  poor  children  to  have  a 
week  in  the  country;  denying  themselves  visits  to  the 
moving  picture  shows  or  purchases  of  candy  or  gum  to 
give  the  money  for  home  or  foreign  mission  stations; 
gathering  post  cards  for  the  non-Christian  children; 
singing  at  the  old  people's  home;  caring  for  injured  or 
neglected  animals. 

IV.  The  Bible  Drill— The  Bible  drill  is  used  to  help 
the  children  fix  Bible  facts  and  Scripture  passages  in 
their  memories.  There  are  several  kinds  of  drills  and 
they  should  all  be  used  in  order  to  vary  the  program. 
The  drill  should  last  about  five  minutes.  There  are 
number  drills  when  all  the  answers  are  numbers;  name 
drills  when  all  the  answers  are  names  of  persons;  place 
drills  when  the  answers  are  names  of  places;  refer- 
ence drills  when  the  answers  consist  of  statements  of 
the  book,  chapter,  and  verse  in  which  a  certain  Scripture 
passage  is  found;  Bible  verse  drills  when  the  answers 
state  the  verse  after  a  reference  has  been  given;   brief 


54  ^f)c  Suniorsi:  l^oto  to  ZITcacf)  anb  Crain  tE^ljcm 

story  drills  when  the  superintendent  tells  a  story  and 
the  children  are  asked  to  supply  names  of  persons 
and  places. 

The  number  drills  include  such  questions  as,  How 
many  books  are  there  in  the  New  Testament? 

The  name  drills  include  such  questions  as,  In  what 
book  are  the  Ten  Commandments  found? 

The  place  drills  include  such  questions  as.  Where  was 
Jesus  born? 

The  reference  drills  include  such  (juestions  as,  Repeat 
the  words  found  in  Psalm  100. 

The  Bible  verse  drills  include  such  questions  as, 
Where  can  I  find  the  verse,  ^'God  so  loved  the  world, 
that  he  gave  his  only  begotten  Son"? 

V.  Business. — In  every  department  of  the  Sunday 
school  there  are  some  items  of  business  which  must  be 
attended  to  during  the  time  of  the  session,  and  there  are 
others  which  can  be  attended  to  before  or  after  the 
session.  Only  those  which  make  some  contribution  to 
character-building  should  have  any  place  in  the  session. 
The  attendance  should  be  reported  in  order  to  enable 
the  teacher  and  the  pupils  to  look  after  the  absentees, 
not  for  the  sake  of  saying  so  many  were  present;  the 
amount  of  the  offering  of  each  pupil  should  be  reported 
in  order  to  encourage  systematic  giving,  not  to  arouse 
the  spirit  of  rivalry  among  classes,  for  the  spirit  in  which 
a  gift  is  made  is  of  more  value  than  its  amount;  and 
class  credits  should  be  announced  in  order  to  encourage 
the  formation  of  right  habits,  such  as  the  habit  of  church 
attendance. 


tgfie  SInniov  ^Program  55 

This  work  should  be  promptly  done,  especially  in  a 
department  where  the  classes  above  the  first  year  are 
organized.  Under  such  circumstances  the  presidents 
and  secretaries  do  the  work  (under  the  teachers'  guid- 
ance) and  make  the  report  to  the  department;  in  the 
first  year  classes  the  teachers  make  the  reports. 

VI.  The  Offering  Service. — The  offering  should  be 
received  in  such  a  way  as  to  develop  love  of  giving  to 
God;  to  bring  the  thought  of  stewardship  to  the  minds 
of  the  children;  to  lead  them  to  recognize  their  obliga- 
tion to  give. 

The  offering  may  be  brought  to  the  front  by  the  class 
treasurers,  and  while  these  pupils  wait  before  the  teach- 
ers, some  familiar  giving  verses  may  be  repeated,  a 
giving  song  may  be  sung,  and  a  prayer  giving  the 
money  to  God  may  be  made.  The  following  is  ap- 
propriate : 

(a)  Bible  reasons  for  giving. 

Supt. — From  whom  do  all  our  good  gifts  come? 
Response. — ^' Every  good  gift  and  every  perfect  gilt  is 

from  above,  and  cometh  down  from  the  Father.'' 
Supt. — What  is  the  best  gift  of  all  that  God  has  given  to  us? 
Response. — "God  so  loved  the  world,  that  he  gave  his 

only  begotten  Son,  that  whosoever  believeth  on  him 

should  not  perish,  but  have  eternal  life." 
Supt. — Since  he  has  done  all  these  things  for  us,  what  does 

he  wish  us  to  do? 
Response. — "Freely  ye  have  received,  freely  give." 
Supt. — How  can  we  give  to  God? 
Response. — "Inasmuch  as  ye  did  it  unto  one  of  these  my 

brethren,  even  the  least,  ye  did  it  unto  me." 
Supt. — What  has  Jesus  said  about  the  happiness  of  giving? 
Response. — "Remember  the  words  of  the  Lord  Jesus,  that 

he  himself  said,  It  is  more  blessed  to  give  than  to  re- 


56  Cfje  Mniovfi:  ?^oto  to  ^eaci)  anb  ^tain  ^J)em 

(b)  Ofifering  Prayer,  or  Song. 

We  give  thee  but  thine  own, 
Whate'er  the  gift  may  be: 
All  that  we  have  is  thine  alone, 
A  trust,  O  Lord,  from  thee. 

Oh,  bless  the  gifts  we  bring. 
And  let  them  useful  be: 
Whate'er  for  thine  we  do,  O  Lord, 
We  do  it  unto  thee.     Amen. 

VIL  Special  Services. — In  the  past  many  schools 
have  arranged  celebrations  of  special  days  which  have 
not  contributed  to  character-building.  Instead  of 
planning  a  recognition  of  the  day  which  will  emphasize 
its  meaning  through  simple,  beautiful,  and  reverent 
music,  story,  and  Scripture,  and  result  in  larger  joy, 
increased  faith,  and  true  self-forgetfulness  on  the  part 
of  the  pupils,  they  arrange  a  program  made  up  of  flashy 
music  and  poor  recitations  which  lead  to  the  develop- 
ment of  anything  but  a  worshipful  spirit.  Often  much 
of  the  session  time  for  many  weeks  is  taken  to  prepare 
for  such  a  celebration,  and  the  children  having  solos 
and  recitations  are  drilled  so  unwisely  that  the  work 
results  in  self-conceit  and  pride  in  those  who  take  part 
and  envy  and  discontent  in  the  hearts  of  those  who 
have  not  been  so  fortunate  as  to  have  a  place  on  the 
program.  It  is  best  to  have  a  brief  but  fine  recognition 
of  the  day  by  the  use  of  some  great  hymns,  appropriate 
Scripture,  a  beautiful  poem  or  story.  One  or  two  new 
songs  may  be  learned,  and  there  may  be  a  song  or  a 
recitation  by  a  girl  or  boy,  but  all  should  be  prepared 
with  the  thought  of  emphasizing  the  meaning  of  the 


day  and  not  the  ability  or  the  apparel  of  those  who  take 
part  in  the  program. 

VIII.  The  Instruction  Period. — This  period  should 
cover  thirty  or  thirty-five  minutes.  It  would  be  well  if 
it  could  be  broken  and  if  a  plan  could  be  arranged 
whereby  the  correlated  lesson  could  be  given  at  one  time 
and  the  regular  lesson  at  another  time  during  the  session, 
for  juniors  can  not  well  be  held  for  a  period  of  study 
of  thirty  consecutive  minutes.  Some  schools  have  the 
correlated  lesson  before  the  opening  service  of  worship. 

IX.  The  Closing  Service. — This  service  should  be 
brief  and  reverent,  so  reverent  that  the  pupils  will 
naturally  leave  the  room  in  a  quiet  and  orderly  way. 

X.  The  Dismissal. — Quiet  music  is  played  to  en- 
courage a  reverent  atmosphere  even  while  library  books 
and  papers  are  being  distributed  and  wraps  are  being 
adjusted. 

When  the  Juniors  Must  Meet  with  the  Main  Room 

The  following  Order  of  Service,  covering  a  period  of 
one  and  one  quarter  hours,  is  suggested  for  a  school 
where  the  juniors,  intermediates,  seniors,  and  adults 
must  meet  in  the  same  room  and  have  their  opening 
and  closing  services  together: 

1.  Music  played  softly  to  secure  the  quiet  necessary  before 

opening  (1  minute). 

2.  Opening  hymn  (3  minutes). 

3.  Invocation  (1  minute). 

4.  Responsive  Scripture  reading — all  sitting — (5  minutes). 

(Choose  a  passage  of  Scripture  suitable  to  the  day  or  sea- 
son of  the  year.  Let  each  person  use  his  or  her  own 
Bible.) 


58  tlTlje  iuniorji:  l^obo  to  tlTeacf)  anb  ^vain  tlTfjem 

5.  Memory  hymn — one  of  the  old  church  hymns  (3  minutes). 

6.  Prayer  (3  minutes). 

7.  Surprise  period  (5  minutes). 

(Any  one  of  the  following  may  be  used  on  consecutive 
Sundays.) 

(a)  The  story  of  the  writing  of  one  of  the  church  hymns. 

(b)  A  missionary  story. 

(c)  A  temperance  story. 

(d)  A  story  from  the  life  of  one  of  the  (>hurch  heroes. 

(e)  A  story  of  how  the  Bible  has  come  down  to  us. 

(f)  A  talk  by  the  pastor  on  the  Church  doctrines. 

(g)  The  reading  of  an  appropriate  poem  or  piece  of  prose. 
(h)  The  singing  of  a  suitable  vocal  solo. 

(i)    The  learning  of  a  new  song  or  hymn. 

8.  Fellowship  service  (5  minutes). 

(Recognition  of  visitors,  new  pupils,  birthdays,  and  church 
attendance.     Prayer  for  absentees.) 

9.  Business  (4  minutes). 

(Attendance  marked,  offering  received,  class  credits  given, 
church  attendance  noted.) 

10.  Offering  service  (2  minutes). 

11.  Bible  drill  (5  minutes). 

(Let  juniors,  intermediates,  and  adults  all  join  in  this  drill.) 

12.  Hymn  (3  minutes). 

13.  Lesson  period  (30  minutes). 

14.  Quiet  music  to  announce  close  of  lesson  period  (1  minute). 

15.  Closing  prayer  (1  minute). 

16.  Soft  music  to  create  the  right  atmosphere  for  a  reverential 
dismissal. 

17.  Distribution  of  literature  and  books. 

18.  Dismissal. 

Comments. — ^Please  note  comments  on  program  for  a 
separate  session.  They  will  also  be  helpful  in  planning 
for  this  kind  of  program. 


CHAPTER  VI 

'^The  iKcd  of  the  pupil  is  the  Imv  of  the  school'^ 

A  curriculum  must  be  chosen  for  the  Junior  Depart- 
ment. There  are  two  types  of  curriculums  from  which 
a  choice  msiy  be  made.  One  type  consists  of  lessons  on 
certain  subjects  which  have  been  chosen  for  the  curricu- 
lum because  of  their  value  in  character-building.  These 
subjects  are  taught  without  regard  to  the  physical, 
mental,  or  spiritual  development  of  the  pupils.  The 
lessons  in  the  International  Uniform  Series  form  a  cur- 
riculum of  this  tYipe.  The  other  ijY>e  consists  of  lessons 
the  subjects  of  which  have  been  chosen  with  special 
reference  to  the  interests,  experiences,  and  needs  of  the 
pupils  in  each  grade.  The  International  Graded  Lesson 
Series  is  a  course  of  this  type. 

Since  '^the  need  of  the  pupil  is  the  law  of  the  school" 
it  is  self-evident  that  the  latter  type  of  course  is  the  one 
it  is  desirable  to  use  in  the  Junior  Department. 

There  are  two  courses:  the  Uniform  and  the  Graded. 

What  We  Mean  hy  Uniform  Lessons. — The  Inter- 
national Lesson  Committee  has  for  over  forty  years 
selected  one  Bible  passage  as  the  lesson  for  the  entire 
school  without  special  reference  to  the  grade  to  which 

'  The  basis  for  the  paragraphs  of  this  Chapter  is  a  leaflet  on  the  Graded 
Lessons  which  has  been  widely  circulated.  Because  this  message  is  simple  and 
complete  it  is  given  here. 

59 


60  ^f)e  Suniorfii:  l^oto  to  tEeacf)  anb  tKrain  tE^fjem 

it  should  be  taught.  It  is  known  as  the  International 
Uniform  Lesson  for  the  reason  that  the  same  lesson  is 
uniform  throughout  the  school.  The  editors  and  pub- 
lishers take  this  hst  of  lessons  for  the  year,  and  issue 
a  graded  treatment  of  this  lesson  passage  and  in  this 
way,  throughout  the  years,  they  have  tried  to  adapt  the 
lesson  to  several  departments  from  the  beginners 
through  to  the  adult  classes. 

What  We  Mean  by  Graded  Lessons. — This  same 
Lesson  Committee  in  1909  issued  an  additional  course 
of  study  called  the  International  Graded  Course,  con- 
sisting, not  of  one  Scripture  lesson  for  the  entire  school, 
but  of  a  separate  series  of  lessons  for  each  year  or  grade, 
chosen  with  direct  reference  to  the  age  and  ability  and 
need  of  the  pupils.  Naturally,  these  lessons  group  them- 
selves into  a  course  for  beginners,  consisting  of  two 
series  of  lessons;  a  course  for  primary  children,  con- 
sisting of  three  series  of  lessons;  a  course  for  the  junior 
pupils,  consisting  of  four  series  of  lessons;  and  so  on 
through  the  young  people's  departments,  with  elective 
courses  for  the  adults.  In  other  words,  we  have  a  thor- 
oughly graded  course  of  study  for  the  entire  school,  and 
we  have  separate  textbooks  or  other  helps  for  each  year. 
The  course  covers  seventeen  years. 

As  these  lessons  are  planned  to  meet  the  needs  of  the 
pupils,  it  follows  that  they  will  be  helpful  in  all  schools 
where  pupils  of  the  age  for  which  the  lessons  are  out- 
lined are  enrolled.  The  teaching  of  these  lessons  does 
not  depend  for  success  upon  the  conditions  under  which 
they  are  taught  half  so  much  as  do  the  Uniform  Lessons, 


Htfi^om  61 

for  as  the  lessons  are  suited  to  the  pupils  their  interest 
in  the  subject  matter  is  at  once  aroused.  Moreover, 
these  lessons  are  suited  to  the  small  group  in  the  country 
school  quite  as  well  as  to  a  similar  group  in. a  well- 
organized  city  school. 

It  has  required  a  skilled  teacher  to  take  material  suit- 
able for  adults  and  make  it  over  for  children,  and  none 
know  this  difficulty  so  well  as  do  the  teachers  them- 
selves. The  Graded  Lessons,  having  been  chosen  for 
the  children,  will  be  found  easier  to  teach,  while  the  helps 
for  the  teacher  that  accompany  the  new  courses  are  so 
finely  planned  that  teachers  will  have  adequate  sugges- 
tions for  their  work  both  with  the  lessons  and  in  the 
conduct  of  the  class. 

The  purpose  of  the  Graded  Lessons  is  to  meet  the 
spiritual  needs  of  the  pupil  at  each  stage  of  his  develop- 
ment.   The  spiritual  needs,  broadly  stated,  are  these : 

1.  To  know  God  as  revealed  in  nature,  in  the  heart  of  man, 
and  in  Christ. 

2.  To  exercise  toward  God  the  Father,  and  his  Son,  Jesus 
Christ,  our  Lord  and  Saviour,  trust,  obedience,  and  worship. 

3.  To  know  and  do  his  duty  to  others. 

4.  To  know  and  do  his  duty  to  himself. 

Lessons  are  provided  for  fifty-two  weeks  in  each  year. 
The  courses  are  plamied  for  about  nine  months,  October 
to  June  inclusive,  in  harmony  with  the  ordinary  public- 
school  year,  in  order  that  schools  open  during  this  period 
only  may  not  have  an  incomplete  scheme  of  study.  The 
lessons  for  the  remaining  three  months,  while  not  essen- 
tial to  complete  the  aim  for  the  year,  are  valuable  in 


62   tlTfje  Suniorg:   ll^otD  to  tlTeac!)  anb  XEvain  '(Ei)tm 

themselves,  and  either  supplement  the  work  which  pre- 
cedes or  prepare  for  that  which  is  to  follow. 

The  Graded  Lessons  for  the  Juniors 

The  Junior  Graded  Lessons  are  a  part  of  the  whole 
course  of  completely  graded  lessons.  They  have  been 
chosen  and  written  for  boys  and  girls  nine,  ten,  eleven, 
and  twelve  years  of  age.  The  aim  of  the  Junior  Series 
is  *'To  lead  the  child  to  become  a  doer  of  the  Word,  and 
to  bring  him  into  conscious  relations  with  the  Lord 
Jesus  Christ,  as  his  Saviour." 

1.  By  awakening  an  interest  in  the  Bible  and  a  love  for  it; 
by  deepening  the  impulse  to  choose  and  to  do  right. 

2.  By  presenting  the  ideal  of  moral  heroism ;  by  revealing  the 
power  and  majesty  of  Jesus  Christ,  and  by  showing  his  followers 
going  forth  in  his  strength  to  do  his  work. 

3.  By  deepening  the  sense  of  responsibility  for  right  choices; 
by  showing  the  consequences  of  right  and  wrong  choices;  by 
strengthening  love  of  the  right  and  hatred  of  the  wrong. 

4.  By  presenting  Jesus  as  our  Example  and  Saviour;  by  lead- 
ing the  pupil  to  appreciate  his  opportunities  for  service,  and  by 
giving  him  a  vision  of  what  it  means  to  be  a  Christian. 

The  lessons  are  arranged  chronologically  by  periods 
in  the  first  two  years.  In  the  last  two  years  the  chrono- 
logical sequence  is  unbroken,  except  when  a  topical 
course  on  temperance  is  introduced. 

1.  The  First  Year  lessons  include  early  Old  Testament  stories 
and  stories  that  Jesus  told. 

2.  The  Second  Year  lessons  include  stories  of  the  conquest 
and  settlement  of  Canaan;  stories  from  the  life  of  Jesus,  from  the 
lives  of  the  apostles,  and  of  later  missionaries. 

3.  The  Third  Year  lessons  include  stories  from  Hebrew  history, 
and  an  introduction  to  the  life  of  Christ. 

4.  The  Fourth  Year  lessons  include  a  study  of  the  Gospel  of 
Mark,  studies  in  the  book  of  The  Acts,  and  stories  of  later  mis- 
sionaries. 


ICesiflionfii  03 


All  of  the  lessons  have  been  chosen  and  written  with 
the  idea  that  the  first  great  spiritual  crisis  comes  to 
each  life  at  about  the  age  of  twelve.  At  this  time  many 
children  will  become  conscious  of  their  relation  to  Christ, 
and  will  experience  a  strong  impulse  to  give  their  lives 
in  service  to  him.  The  lessons  in  this  course  seek  to 
help  the  children  obey  this  great  impulse  and  to  accept 
and  publicl}^  confess  Christ  as  their  Saviour. 

The  Teacher's  Textbooks. — These  l^ooks  have  been 
issued  in  quarterly  parts  for  each  year.  They  have 
been  prepared  for  the  purpose  of  giving  the  teacher  the 
utmost  help  in  the  study  of  the  lesson  within  the  narrow 
limits  of  the  book.  They  contain  quotations  from 
commentators,  light  from  other  Bible  passages,  and 
secular  literature,  hints  on  lesson  preparation  and  pre- 
sentation. They  give  suggestions  for  the  instruction 
of  the  pupil  in  the  use  of  his  Work  and  Studj^  Book; 
and  there  is  a  series  of  correlated  lessons  which  are 
closely  related  to  the  main  lessons,  and  which  give  the 
pupil  much  necessary  information  in  regard  to  facts 
about  the  Bible,  the  geograph}^  of  Bible  lands,  and  the 
manners  and  customs  of  the  people.  The  forewords 
in  the  textbooks  contain  statements  of  the  character- 
istics and  needs  of  the  junior  pupil,  suggestions  for  the 
management  of  the  Junior  Department,  and  discussion 
of  problems  which  arise  in  the  department.  The  ap- 
pendices contain  lists  of  helpful  books,  hymns,  and 
pictures.  There  are  also  many  fine  suggestive  programs 
for  use  in  the  department. 


64  ^i)e  Mnioxsi:  ^otD  to  ^eacf)  anb  Crain  tEi)tm 

The  Pupil's  Work  and  Study  Book. — These  books  are 
issued  in  quarterly  parts.  It  is  most  important  that 
the  pupil  do  the  work  here  outhned,  for  by  doing  this 
work  it  is  expected  that  he  will  learn  to  love  the  Bible, 
to  form  the  habits  of  daily  Bible  reading  and  study,  to 
do  the  assigned  handwork  neatly  and  accurately  be- 
cause it  is  connected  with  God's  Word,  to  obey  instruc- 
tions, to  memorize  Scripture  passages  and  hymns. 

The  first  year  book  arranges  for  the  work  to  be  done 
after  the  teaching  of  the  lesson;  the  books  for  the  fol- 
lowing years  plan  for  the  work  to  be  done  before  the 
teaching  of  the  lesson. 

If  the  pupils  do  the  work  assigned  them  during  the 
four  years,  at  the  end  of  the  junior  period  they  will 
have  memorized  over  two  hundred  and  fifty  Bible 
verses,  six  great  hymns,  and  the  Apostles'  Creed. 
Therefore,  the  teacher  should  do  everything  possible 
to  interest  the  pupils  in  the  Work  and  Study  Book  and 
to  encourage  them  to  do  the  work.  The  first  step 
toward  stimulating  such  interest  is  the  doing  of  all  the 
required  work  by  the  teacher  herself.  Words  of  praise 
and  commendation  may  be  used  lavishly,  but  justly,  as 
rewards.  The  Honor  Roll  may  be  used  for  the  names 
of  all  those  who  do  well  the  work  in  each  book.  The 
names  can  be  posted  at  the  end  of  each  quarter.  When 
introducing  the  Graded  Lessons  into  the  Junior  De- 
partment it  would  be  well  to  purchase  and  read  care- 
fully Miss  Josephine  Baldwin's  book,  ''The  Introduc- 
tion and  Use  of  the  Graded  Lessons — Junior  Manual." 


llesigonji  0.5 


The  Departmental  Graded  Lessons 

Ever  since  the  publication  of  the  International 
Graded  Lessons,  the  workers  in  the  little  Sunday 
schools,  with  enrollments  of  fifty  members,  more  or 
less,  have  been  facing  the  problem  of  their  introduction 
in  the  schools.  It  is  recognized  that  these  lessons  are 
very  desirable,  because  of  their  close  adaptation  to  the 
pupil,  and  yet  this  very  characteristic  prevents  many  a 
small  school  from  adopting  them.  The  fine  adaptation 
of  the  lesson  material  demands  close  grading  of  the 
pupils  in  the  various  departments  and  this  close  grading 
cannot  be  secured  in  a  little  school  where  the  pupils 
and  teachers  are  few  in  number  and  the  building  equip- 
ment quite  meager.  The  class,  not  the  department,  is 
the  unit  of  division  in  such  a  school.  Usuallj^,  there  are 
five  or  six  classes,  the  number  depending  upon  the 
number  of  pupils  and  available  teachers.  In  each  class 
there  are  two  or  three,  possibly  four  grades  of  pupils. 
If  it  were  possible  to  teach  three  or  four  different  lessons 
in  the  same  class  at  the  same  time,  the  present  Graded 
Lessons  could  be  as  successfully  used  in  the  small 
school  as  in  the  large  school.  But  such  a  plan  is  ordi- 
narily impossible  because  leaders  with  educational 
vision  and  adaptive  ingenuity  are  not  at  hand  and, 
therefore,  the  workers  in  many  small  schools  have  de- 
layed introducing  the  lessons. 

Some  large  schools,  also,  have  had  great  difficulty  in 
handling  the  complex  seventeen-year  course,  although 

'  For  sample  of  these  lessons  write  to  the  publishers  of  this  volume. 

5 


66  Cl)C  iluniorfii:   ^ottj  to  Ccaclj  anb  ftrain  Ctjntt 


they  sincerely  desire  to  use  the  best  system.  vSome 
have  been  so  sadly  confused  and  perplexed  that  they 
have  given  up  the  new  course  and  have  begun  again  to 
use  the  old  Uniform  Lessons.  Thus  there  are  many 
schools  that  find  the  graded-lesson  system  with  all  its 
advantages  more  than  they  are  able  to  handle.  For 
this  reason,  those  who  know  the  great  Sunday-school 
field  have  felt  the  need  of  a  simpler  lesson  plan  than  that 
which  the  system  graded  by  yesiis  offers. 

Thus  the  Departmental  Graded  Lessons  for  the 
elementary  division  have  been  planned  and  issued. 
These  lessons  are  based  on  the  outlines  used  for  the 
International  Graded  Series.  They  have  been  modified 
so  as  to  make  the  lessons  suitable  for  use  in  schools 
which  desire  to  begin  the  year's  work  in  January  instead 
of  in  Oc'c/ober.  But  the  distinctive  feature  of  the  series 
is  that  but  one  lesson  is  to  be  used  by  all  the  classes  in  a 
single  department.  Thus  it  will  not  be  necessary  to 
have  more  than  one  beginners  class,  one  primary  class, 
and  one  junior  class  in  each  school,  unless  the  depart- 
ments are  so  large  that  classes  must  be  divided. 

Workers  experienced  in  the  departments  for  which 
they  ^vrite  have  adapted  the  lessons  most  skillfully, 
so  that  they  are  suited  to  all  the  children  of  the  depart- 
ment. 

Other  noteworthy  features  of  the  lessons  are  these: 
they  are  Biblical  in  basis ;  they  are  evangelical  in  char- 
acter;  they  are  published  as  periodicals. 

The  helps  for  both  teacher  and  pupil  are  issued  in 
quarterly  or  leaflet  form,  each  lesson  being  dated  for  a 


Htsi^on^  67 


particular  Sunday.  They  are  to  be  used  once  only. 
Each  quarter  there  will  be  fresh  material  on  new  les- 
sons, so  that  the  entire  course  will  be  covered  in  the 
allotted  number  of  years;  but  the  material  for  three 
years  will  be  offered  for  successive  use  instead  of  for 
simultaneous  use. 

Special  attention  is  called  to  the  fact  that  the  equip- 
ment for  the  new  lessons  includes  a  Picture  Roll  for 
the  Beginners  Department  and  a  Picture  Roll  for  the 
Primary  Department. 

It  should  be  noted  that  the  International  Graded 
Lessons  for  the  Intermediate  and  Senior  departments 
are  not  arranged  for  departmental  use. 

The  Departmental  Series  is  not  prepared  for  the  pur- 
pose of  urging  the  substitution  of  these  lessons  for  the 
lessons  graded  by  years  in  those  schools  which  wish  to 
retain  them,  but  to  meet  the  demand  of  schools  whose 
needs  have  not  been  met  in  the  preparation  of  previous 
lessons  and  the  desires  of  schools  which  are  not  satisfied 
with  them. 

The  Junior  Departmental  Lessons 

The  Aim  of  the  Lessons. — "To  lead  the  boys  and  girls 
to  become  doers  as  well  as  hearers  of  the  Word  and  to 
prepare  them  to  enter  into  personal  relations  with 
Jesus  Christ." 

The  Teacher's  Textbook. — These  books  are  quarterly 
periodicals.  They  contain  suggestions  for  analyzing, 
studying,  and  teaching  the  lessons.  There  are  selec- 
tions from  Bible  commentaries  and  from  secular  litera- 


(W  tlTfjc  Juniors;:  ^}o\x)  to  ^eaclj  anb  ^rain  tlTfjem 

ture.  They  also  contain  suggestive  department  pro- 
grams, and  the  music  of  some  of  the  fine  hymns  the 
juniors  should  know. 

The  Pupil's  Work  and  Study  Book. — This  book  is 
the  pupil's  textbook.  It  contains  the  lesson  title  and 
memory  text,  and  a  picture  illustrating  the  lesson. 
Bible  readings  and  home  work  are  suggested  for  each 
day.  It  is  very  important  that  the  pupil  be  inspired 
and  encouraged  to  do  the  work  suggested  in  this  book, 
for  it  has  all  been  outlined  for  the  purpose  of  furnishing 
the  child  with  material  for  character-building. 

Graded  Supplemental  Lessons 

Graded  Supplemental  Lessons  are  not  needed  when 
the  Closely  Graded  or  Departmental  Graded  Lessons 
are  used.  But  when  the  Uniform  Lessons  are  used, 
then  the  Supplemental  Lessons  must  be  taught  if  the 
pupil  is  to  receive  important  knowledge  of  the  Bible, 
and  if  he  is  to  memorize  certain  great  Scripture  passages 
and  church  hymns. 

The  following  topics,  texts,  and  hymns  show  the 
work  to  be  accomplished  by  the  nine-,  ten-,  eleven-, 
and  twelve-year-old  pupils.  They  are  not  arranged  in 
the  order  for  teaching.  The  list  is  taken  from  a  leaflet 
issued  by  the  International  Sunday  School  Association. 

Facts  About  the  Bible. — General  divisions,  names  of  groups, 
names  of  books. 

Contents  of  the  Bible. — Stories  of  events  and  people:  The  Crea- 
tion, The  Flood,  The  Giving  of  the  Law,  The  Exodus, 
Abraham,  Joseph,  Moses,  Joshua,  Gideon,  Samuel, 
David,  Elijah,  Nehemiah,  Esther,  Daniel,  John  the  Bap- 
tist, Jesus,  Peter,  John,  Stephen,  Philip,  Paul. 


ILtiiom  69 


Scripture.— God's  Word:  II  Tim.  3  :  16,  17. 

Giving:  II  Cor.  8  :  12;  9:7. 

Temperance:  Prov.  23  :  29-32;  I  Cor.  3  :  16,  17;  Hab.  2  : 
15  (first  clause);    Hab.  2  :  12;    Prov.  16  :  8;    14  :  34. 

Sin  and  Salvation. — I  John  3  : 4;  James  4  :  17;  Rom.  3 :  10-23; 
Gal.  6:7;  Prov.  5  :  22;  28  :  13;  Isa.  59  :  2;  I  John  1 :  9; 
John  3:  16;  I  Cor.  4:11;  Matt.  7 :  24-27;  John  15  :  10-14; 
14 :  16,  17,  26. 

The  Ten  Commandments:   Ex.  20  :  1-17. 

The  Beatitudes:   Matt.  5:1-11. 

Missions:   Mark  16  :  15;   I  Chron.  16  :  24;   Hab.  2  :  14. 

Miscellaneous:  Matt.  10  :  2-4;  Rev.  21  :  14. 

The  Seven  Words  from  the  Cross  and  Eleven  Appear- 
ances After  the  Resurrection. 

Church  Hymns:  All  Hail  the  Power  of  Jesus'  Name;  My  Faith 
Looks  Up  to  Thee;  From  Greenland's  Icy  Mountains. 


A  Basis  of  Promotion 

When  a  basis  of  promotion  connected  with  any  series 
of  lessons  is  outhned,  the  aim  of  the  course  must  be 
carefully  considered.  If  the  aim  has  been  realized,  or 
nearly  realized,  the  pupil  is  ready  for  promotion.  The 
aim  of  the  junior  course  is  ''To  lead  the  child  to  become 
a  doer  of  the  Word,  and  to  bring  him  into  conscious 
relations  with  the  Lord  Jesus  Christ,  as  his  Saviour." 
Therefore,  if  the  pupil  who  completes  the  junior  course 
has  become  conscious  of  his  relations  to  Christ,  the 
Saviour,  has  publicly  confessed  Christ  as  his  Saviour, 
and  is  showing  that  he  is  a  doer  of  the  Word  by  reading 
his  Bible  and  praying  daily,  by  attending  church,  by 
giving  regularly,  by  making  gladly  an  increasing  num- 
ber of  right  choices,  and  by  ser\dng  others,  then  he  is 
ready  for  promotion  into  the  Intermediate  Depart- 
ment. Such  a  standard  for  promotion  would  be  of  the 
highest  type,  and  would  lay  stress  on  the  most  impor- 
tant questions,  which  are :   What  has  this  pupil  become 


70  Cijc  Suniors;:  l^oh)  to  Ktati)  anb  ^rain  tE^ljcm 

because  of  his  work  in  the  Junior  Department?  What 
habits  has  he  formed?  What  can  he  do  for  others?  What 
choices  is  he  able  to  make?  Are  his  deeds  courageous  or 
cowardly?  Is  his  speech  clean  and  pure?  Such  a  basis 
of  promotion  would  consider  of  much  less  importance 
such  a  question  as,  What  can  he  repeat  from  memory? 
/  But  it  is  difficult  to  find  a  test  by  which  to  learn  these 
facts.  Often  neither  the  teacher  nor  the  parent  knows 
the  child  well  enough  to  ascertain  the  information. 
Therefore,  we  must  be  satisfied  at  the  present  with  a 
test  which  may  indicate  what  he  has  become,  what 
habits  he  has  formed,  and  what  he  longs  to  do  for  Christ 
and  others.  A  close  examination  of  the  work  outhned 
in  the  Pupil's  Work  and  Study  Books  will  lead  to  the 
conclusion  that  if  this  work  has  been  faithfully  done 
(which  work  includes  the  memorizing  of  certain  Bible 
verses  and  church  hymns)  there  is  reason  to  believe  that 
the  pupil  has  become  a  doer  of  the  Word,  and  is  con- 
scious of  his  relations  with  Christ.  Therefore,  the  basis 
of  promotion  from  grade  to  grade  should  be  the  doing 
of  the  work  in  the  Pupil's  Work  and  Study  Books. 
Those  pupils  who  have  completed  seventy-five  per  cent 
of  all  the  books  receive  diplomas;  those  who  have 
completed  one  hundred  per  cent  of  the  books  are  pro- 
moted with  honor;  and  those  who  complete  in  addition 
the  extra  honor  work,  are  promoted  with  extra  honors. 
All  other  pupils  are  promoted  to  the  Intermediate  De- 
partment without  any  recognition,  at  the  age  of  thir- 
teen. (Read  Introduction  to  Graded  Lessons,  by 
Josephine  Baldwin,  for  special  suggestions  in  regard  to 
a  basis  of  i)romotion.) 


CHAPTER  VII 

BCemperance  €bucatian 

" TAe  need  of  the  pupil  is  the  law  of  the  school'^ 

The  juniors  should  have  well-graded  temperance  in- 
struction for  they  are  passing  through  one  of  the  great 
habit-forming  periods,  and  if  properly  trained  will 
readily  and  easily  form  the  habits  of  self-control  and 
self-denial,  which  result  in  the  choice  of  nourishing 
food,  healthful  drink,  clean  thinking  and  spealdng,  and 
right-doing.  Such  instruction  should  be  given  pri- 
marily in  the  home;  but  the  day  school  and  the  church 
should  add  their  influence  to  the  work  by  recognizing 
that  the  subject  has  a  place  in  the  curriculum  of  both 
institutions,  and  the  Sunday  School  Committee  or 
Association  of  each  church  should  direct  the  superin- 
tendents and  teachers  of  all  departments  to  have  a 
regular  time  for  temperance  instruction.  This  will  of 
course  include  the  junior  workers.  Often  junior  super- 
intendents and  teachers  desire  to  give  such  instruction, 
but  are  at  a  loss  to  know  where  to  find  material  for  a 
constructive  course,  and  how  to  use  the  material  when 
it  is  found.  For  this  reason  let  us  consider  briefly  the 
following  topics :  The  Aim  of  Temperance  Instruction  ; 
Temperance  I^essons  for  Juniors;  A  Temperance  Policy 
for   the   Junior    Department;     IMethods   of   Teaching 

71 


72  tKbc  Junior £f:  J^oto  to  tKeacf)  anb  Crain  tlTfjem 

Temperance;  Sources  of  Material ;  Temperance  Activi- 
ties for  Juniors;  Temperance  Instruction  Through  the 
Program;   A  Junior  Temperance  Society. 

The  Aim  of  Temperance  Instruction. — No  junior 
worker  will  be  able  to  teach  this  subject  successfully 
unless  he  or  she  understands  the  ''aim"  or  ''purpose" 
of  the  instruction.  When  once  the  "aim"  is  clearly 
understood  it  is  not  so  difficult  to  choose  the  material  for 
a  course  of  lessons,  nor  so  hard  to  find  the  right  methods 
of  teaching. 

Note  the  aim  stated  here: 

"To  cause  the  child  to  know  that  his  body  is  the  home  of  hia 
soul  and  the  temple  of  the  Holy  Spirit;  to  teach  him  that  it  is 
necessary  to  keep  this  body  clean,  pure,  and  strong  (as  God  expects 
it  to  be)  if  it  is  to  be  fit  for  a  large  service  to  God  and  man,  which 
will  result  in  a  life  of  great  usefulness  and  much  joy." 

Temperance  Lessons  for  Juniors 

In  order  that  the  "aim"  may  be  realized  and  that  the 
children  may  learn  to  preserve  and  use  all  their  physical, 
mental,  and  spiritual  powers  in  the  service  of  God,  the 
lessons  they  are  taught  must  teach: 

1.  That  God  is  their  Creator  and  desires  that  their  bodies  be 

kept  pure,  clean,  and  strong  for  his  service. 

2.  That  God  loves  all  his  children  and  that  they  will  have  the 

power  to  show  great  love  for  him  in  great  service  if  theii 
bodies  are  strong. 

3.  That  God  has  provided  the  great  gifts  of  fresh  air,  sunshine, 

food,  and  drink  that  the  body  may  grow  and  be  strong. 

4.  That  there  are  right  and  wrong  ways  to  use  God's  good  gifts. 

5.  That  there  are  certain  duties  all  children  can  and  must  per- 

form if  the  body  is  to  be  kept  pure,  clean,  and  strong,  e.  g., 
breathing  fresh  air,  eating  nourishing  food,  drinking  clean 
water  and  milk,  caring  for  the  teeth,  ears,  eyes,  and  all 
other  parts  of  the  body. 


temperance  Cbucation  73 

6.  That  God  has  given  his  children  the  power  to  choose  to  use 

the  good  gifts  and  to  deny  themselves  the  wrong  foods  and 
drinks;  that  they  also  have  the  power  to  choose  to  take 
good  care  of  all  parts  of  the  body. 

7.  That  it  is  sinful  to  eat,  or  drink,  or  do  anything  that  weakens 

or  defiles  the  body  or  the  brain,  and  that  the  consequences 
of  such  sin  are  terrible. 

8.  That  they  are  responsible  for  helping  others  to  care  properly 

for  their  bodies. 

9.  That  Christ  will  help  them  to  obey  God's  commands  in  re- 

gard to  the  care  of  the  body. 

10.  That  obedience  to  God's  commands  brings  usefulness  and 
joy  and  peace  and  blessing. 


A  Temperance  Policy  for  the  Junior  Department 

The  following  policy  is  only  suggested;  ft  may  be  of 
service  in  outlining  a  better  plan.  But  when  the  final 
decision  is  made  in  regard  to  a  policy  or  plan,  it  should 
be  carried  out  fully.  Such  a  policy  will  lead  to  large 
service  for  the  children. 

The  temperance  policy  of  the  Junior  Department 
shall  be : 

1.  To  furnish  constructive  temperance  education  in  the  lesson 

and  in  the  program  through  the  use  of  Bible  stories,  stories 
which  arouse  the  desire  to  care  for  the  body,  Scripture 
passages,  temperance  songs,  and  prayers  for  personal 
purity. 

2.  To  furnish  opportunities  for  self-expression  by  learning  or 

signing  a  temperance  pledge;  by  making  choices  of  cer- 
tain right  actions,  such  as  keeping  the  body  clean  and  pure, 
going  to  bed  early,  eating  the  right  food,  refusing  to  use 
impure  language  or  listen  to  unclean  stories. 

3.  To  furnish  examples  of  pure,  clean,  abstemious  Uving  in 

the  lives  of  the  teachers  and  officers  of  the  department.^ 

4.  To  make  all  possible  endeavor  to  have  the  children  associate 

with  good,  clean  companions  at  school  and  at  play. 

5.  To  live  and  work  so  as  to  help  create  public  sentiment  in  favor 

of  right  habits  of  self-control  and  self-denial  and  against 


74  ^Jje  Suniorsi:  l^oto  to  Wtatl)  anb  tlTrain  ^fjem 

self-indulgences  which  destroy  the  body  and  iinpair  the 
mind. 
6.  To  request  the  workers  to  read  the  following  books: 
A  Study  of  Child  Nature — Harrison. 
The  Training  of  the  Human  Plant — Burbank. 
Alcohol  and  the  Human  Body — Horsley  and  Sturge. 
The  Broadening  Path — Forbush. 
A  Song  of  Life — Morley. 
The  King  and  His  Wonderful  Castle — Brown. 

The  methods  of  teaching  temperance  will  be  the  same 
as  those  used  in  teaching  any  other  subject  to  juniors. 
They  must  be  chosen  because  they  interest  juniors  and 
lead  them  to  think  and  to  do  right.  The  methods  most 
successful  with  juniors  include  the  use  of  stories,  songs, 
Scripture  passages,  and  pledges  which  appeal  to  juniors, 
and  the  suggestion  of  activities  in  which  juniors  may 
naturally  engage. 


Special  Suggestions  for  Junior  Teachers 

There  are  splendid  temperance  lessons  in  the  Junior 
Graded  Lesson  Series.  Note  the  following:  First 
Year,  Lessons  35,  36,  43,  44;  Second  Year,  2,  4,  5,  6,  7, 
15,  44,  45,  49,  51;  Third  Year,  2,  5,  10,  23,  30,  34,  36, 
37,  38,  39,  40;  Fourth  Year,  9,  14,  29. 

Other  story  material  may  be  found  in  the  following 
books: 

PRICE 

Yourself — Guerber.  $1.00 

Graded  Temperance  Helps — Dietz.  .10 

A  Song  of  Life— Morley.  1.00 

Scientific  Temperance  Lessons — Davis.  .50 

The  Moral  Problem  of  the  Children — Chapman.  .2r) 

The  Stories  Mother  Nature  Told  Her  Children.  ^        .60 

Five  Books  of  the  Gulick  Hygiene  Series,  l^ach  .oO 


tEcmpcrance  Cbucation  75 

PRICB 

Tobacco  as  the  Physician  Sees  it.^  $.03 

A  Physician's  Talk  on  Alcohol.^  .05 

Life's  Beginnings— Winfield  S.  Hall.  .25 

The  King  and  His  Wonderful  Castle — Brown.  .35 

(Every  junior  teacher  and  superintendent  should  have  Miss 
Maltman's  Junior  Temperance  Service,  10c.  W.  H.  Dietz, 
20  E.  Randolph  St.,  Chicago,  Illinois.) 

The  pupils  should  be  intelligently  taught  and  led  to 
sign  some  such  pledge  as  the  following: 

THAT  I  MAY  GIVE  TO  GOD  AND  MY  FELLOW-MEN 

MY   BEST   SERVICE 

I  Pledge  MyseK,  with  God's  Help 

NEVER   TO   USE    INTOXICATING    LIQUOR 

As  a  Drink,  and  I  Promise  to  Do  All  I  Can  to  End  the  Drink 
Habit  and  the  Liquor  Traffic. 
I  Also  Promise 

NEVER    TO    USE    TOBACCO 

In  Any  Form,  and  to  Exert  My  Influence  Against  Its  Use  by 
Others. 

Name 

Place 

Date 

Such  songs  as  Yield  Not  to  Temptation;  True- 
Hearted,  Whole  Hearted;  My  Soul,  Be  on  Thy  Guard; 
Sound  the  Battle  Cry;  Who  Is  on  the  Lord's  Side; 
Hark,  the  Temperance  Bells  Are  Ringing;  Onward, 
Christian  Soldiers;  and  Dare  to  Be  Brave,  Dare  to  Be 
True,  are  good.  Every  junior  should  know  God's  Hero, 
a  song  from  the  Junior  Graded  Lesson  Textbook,  Third 

'  Published  by  the  Suuday  School  Times  Co.,  Philadelphia,  Pa. 


76  ^fje  Suniorg:  l^oto  to  ^eacfj  anb  tExain  tlTfjem 

Year,  Part  III;  the  following  is  also  a  beautiful  hymn 
and  is  sung  to  the  music  of  Just  As  I  Am : 

"Just  as  I  am,  Thine  own  to  be 
Friend  of  the  young,  who  lovest  me, 
To  consecrate  myself  to  Thee 
O,  Saviour  dear,  I  come,  I  come. 

"  In  the  glad  morning  of  my  day 
My  Hfe  to  give,  my  vows  to  pay, 
With  no  reserve,  and  no  delay, 
With  all  my  heart,  I  come. 

"I  would  live  ever  in  the  light, 
I  would  work  ever  for  the  right, 
I  would  serve  Thee  with  all  my  might. 
Therefore,  to  Thee  I  come,  I  come. 

"Just  as  I  am,  young,  strong  and  free. 
To  be  the  best  that  I  can  be. 
For  truth,  and  righteousness  and  Thee, 
Lord  of  my  life,  I  come." 

The  following  Bible  verses  for  juniors  will  be  found 
useful: 

1.  Every  good  gift  and  every  perfect  gift  is  from  above,  coming 

down  from  the  Father.     James  1  :  17. 

2.  Eat  in  due  season,  for  strength.     Eccl.  10  :  17. 

3.  Abhor  that  which  is  evil;    cleave  to  that  which  is  good. 

Rom.  12  : 9. 

4.  Whether  therefore  ye  eat,  or  drink,  or  whatsoever  ye  do,  do 

all  to  the  glory  of  God.     I  Cor.  10  :  31. 

5.  Be  not  overcome  of  evil,   but  overcome  evil  with  good. 

Rom.  12  :  21. 

6.  Daniel  purposed  in  his  heart  that  he  would  not  defile  himself 

with  the  king's  dainties,  nor  with  the  wine  which  he  drank. 
Dan.  1  : 8. 

7.  Glorify  God  therefore  in  your  body.     I  Cor.  6  :  20. 

8.  Set  a  watch,  O  Lord,  before  my  mouth.     Ps.  141  :  3. 

9.  As  he  who  called  you  is  holy,  be  yc  yourselves  also  holy  in 

all  manner  of  living.     1  Peter  1  :  15. 

10.  VV'atch  ye,  stand  fast  in  the  faith,  quit  you  like  men,  be 
strong.     I  Cor.  16  :  13. 


temperance  Cbucation  77 

11.  Be  not  wise  in  thine  own  eyes;  fear  the  Lord,  and  depart 
from  evil.     Pro  v.  3:7. 

12.  Create  in  me  a  clean  heart,  O  God;  and  renew  a  right  spirit 
within  me.     Ps.  51  :  10. 

13.  Touch  no  unclean  thing.     II  Cor.  6  :  17. 

14.  Blessed  are  the  pure  in  heart:    for  they  shall  see  God. 

Matt.  5  : 8. 

15.  If  sinners  entice  thee,  consent  thou  not.     Pro  v.  1  :  10. 

16.  Love  workcth  no  ill  to  his  neighbor.     Rom.  13  :  10. 

17.  Follow  after  righteousness,  faith,  love,  peace.  II  Tim. 
2:22. 

18.  Know  ye  not  that  ye  are  a  temple  of  God,  and  that  the 
Spirit  of  God  dwelleth  in  you?     I  Cor.  3  :  16. 

19.  Evil  companionships  corrupt  good  morals.     I  Cor.  15  :  33. 

20.  Whatsoever  things  are  true,  whatsoever  things  are  honor- 
able, whatsoever  things  are  just,  whatsoever  things  are 
pure,  whatsoever  things  are  lovely,  whatsoever  things  are 
of  good  report;  if  there  be  any  virtue,  and  if  there  be  any 
praise,  think  on  these  things.     Phil.  4  :  8. 

The  following  silent  teachers  render  splendid  service: 

A  wall  pledge,  a  temperance  flag,  a  temperance  map  of  your 
country,  a  temperance  bulletin  board.  Such  posters, 
charts,  pledges,  leaflets,  and  so  forth,  can  be  secured  from 
the  National  Temperance  Society,  373  Fourth  Ave.,  New 
York;  The  National  W.  C.  T.  U.,  Evanston,  Illinois; 
The  Scientific  Temperance  Federation,  Boston,  Mass.; 
Your  own  denominational  temperance  committee. 

Temperance  activities  in  these  years  from  nine  to 
twelve  are  chiefly  personal  because  the  child's  social  con- 
science has  not  yet  fully  developed.  He  has,  however, 
the  ability  to  make  right  choices  and  should  be  led  to 
choose  to  do  the  following  acts  because  they  mean  per- 
sonal benefit  to  himself :  go  to  bed  early;  keep  the  body 
clean;  eat  right  foods;  drink  water  and  milk  only; 
attend  only  clean  moving  pictures;  learn  and  sign  the 
pledge;  abstain  from  listening  to  impure  stories,  look- 
ing at  unclean  pictures,  and  using  profane  language. 


78  tS^fjc  ^nniov9i:  feoto  to  tKcacf)  anb  tttain  tE^bem 

The  junior  superintendent  should  make  careful  prep- 
aration that  the  subject  of  temperance  may  have  a  place 
on  the  program  at  least  once  a  month.  ReUable  facts 
should  be  given  the  pupils,  temperance  songs  should  be 
sung,  and  temperance  Scripture  should  be  repeated. 

Here  are  suggestions  for  Temperance  Five-Minute 
Program  Periods : 

1.  Have  the  school  sing  a  temperance  song. 

2.  Ask  some  one  to  pray  for  the  temperance  cause. 

3.  Give  talk  on  the  evils  of  the  use  of  tobacco. 

(Purchase  Tobacco  As  a  Physician  Sees  It  [3  cents],  Sunday 
School  Times  Co.,  Philadelphia,  Pa.;  also  The  Injury  of 
Tobacco  [2  cents],  Pennsylvania  State  Sabbath  School 
Association,  1511  Arch  Street,  Philadelphia,  Pa.  Pur- 
chase tobacco  charts  from  National  W.  C.  T.  U.,  Chicago, 
lUinois.) 

4.  Distribute  and  explain  the  value  of  leaflets  furnished  free 

of  charge  to  older  pupils.  (Suggested  leaflets:  Clean 
Hands;  Twenty-five  Thousand  Dollars  for  a  Boy;  Kept 
Clean;  You're  a  Brick;  Three  Manly  Boys.  National 
Temperance  Society,  New  York.     Two  cents  a  set.) 

5.  Show  and  read  a  temperance  poster. 

6.  Show  and  explain  a  temperance  map  of  the  state  or  United 

States. 
(Secure  from  National  W.  C.  T.  U.,  Eyanston,  Illinois,  and 
Anti-Saloon  League,  Westerville,  Ohio.) 

7.  Relate  some  of  the  famous  deeds  of  such  persons  as  Frances 

Willard,  John  B.  Gough,  Neal  Dow,  Father  Matthew, 
Francis  Murphy,  and  Aiithony  Comstock. 
(Write  to  the  National  W.  C.  T.  U.,  Evanston,  Illinois,  for  in- 
formation  in   regard    to   these   temperance   heroes   and 
heroines.) 

8.  Have  a  memory  drill  on  Bible  temperance  texts. 

9.  Narrate  briefly  a  striking  instance  of  temperance  or  in- 

temperance read  in  the  newspaper  or  seen  on  the  street. 

10.  Report  current  temperance  events  as  noticed  in  the  news- 
papers. 

11.  Hang  a  picture  of  a  temperance  hero  or  heroine  on  the  wall 
for  the  day. 

12.  Tell  an  incident  from  a  book  in  the  temperance  library,  then 

call  attention  to  the  presence  of  the  books  in  the  library. 


tiDempcrancc  (thncation  70 

Secure  such  books  as   "The  King  and  His  Wonderful 
Castle." 

13.  Give  an  opportunity  to  sign  the  pledge. 

14.  Have  the  junior  choir  sing  a  temperance  song. 

15.  Have  a  temperance  recitation. 

16.  Have  a  temperance  speaker  outside  the  school  present  the 
temperance  cause.  Exercise  care  in  the  choice  of  the 
speaker. 

17.  Have  all  those  who  have  signed  the  pledge  repeat  it  in  con- 
cert. 

18.  Have  a  talk  by  a  policeman  in  uniform  or  other  officer  of 
the  law,  such  as  juvenile  court  judge,  detective,  and  so 
forth. 

19.  Celebrate  the  birthday  of  one  of  the  temperance  reformers. 

(Write  National  W.  C.  T.  U.,  Evanston,  Illinois.) 

20.  Salute  the  flag  of  your  country,  temperance,  and  Christian 
flags.     The  temperance  flag  is  pure  white. 

Salute  for  the  Flag  of  Your  Country. — "I  pledge  allegiance  to 
my  flag  and  to  my  country  for  which  it  stands:  one  nation,  in- 
divisible, with  liberty  and  justice  to  all." 

Salute  for  the  Temperance  Flag. — "I  pledge  allegiance  to  my 
flag,  the  emblem  of  temperance,  self-control,  pure  thoughts,  and 
clean  habits;  the  white  flag  that  surrenders  to  nothing  but  purity 
and  truth,  and  to  none  but  God,  whose  temples  we  are." 

Salute  for  the  Christian  Flag. — ''I  pledge  allegiance  to  my  flag 
and  to  the  Saviour  for  whose  Kingdom  it  stands;  one  brother- 
hood, uniting  all  mankind  in  service  and  love." 


A  Junior  Temperance  Society 

If  it  is  desirable  the  Junior  Department  may  be  or- 
ganized into  a  temperance  society. 

Name. — The  Temple  Builders. 

Object. — To  help  girls  and  boys  to  know  that  their 
bodies  are  the  homes  of  their  souls,  and  the  temples  of 
the  Holy  Spirit;  and  to  teach  them  that  it  is  necessary 
to  keep  their  bodies  clean,  pure,  and  strong,  and  thus 
fit  for  the  service  of  God. 

Officers. — A  president,  vice  president,  secretary. 


80  ^be  Mnioxfi:  i^olx)  to  tS^eaci)  anb  Ctain  Ci)em 

Leaders. — The  officers  and  teachers  of  the  Junior  De- 
partment. 

Dues. — Five  cents  a  month,  to  be  used  to  purchase 
temperance  material  for  instruction. 

Motto. — ''Keep  thyself  pure." 

Meetings. — Meetings  may  be  held  once  a  month  be- 
fore or  after  Sunday  school,  and  the  opening  service  of 
the  session  that  day  may  include  temperance  stories, 
Scripture,  songs,  and  prayers. 


CHAPTER  VIII 

iUlisisJionarp  €bucation 

''The  need  of  the  pupil  is  the  law  of  the  schooV 

Missionary  education  is  a  vital  part  of  general  Chris- 
tian education  because  it  leads  the  child  to  think  of 
others;  it  arouses  his  interest  in  others;  it  helps  him 
to  love  others;  it  acquaints  him  wdth  the  needs  of  others, 
and  leads  him  to  respond  to  those  needs.  Because  they 
have  recognized  its  contribution  to  character-building, 
many  junior  workers  have  longed  to  give  missionary 
instruction  and  training  in  their  departments,  but  they 
have  been  at  a  loss  to  know  where  to  find  materials  for 
such  education,  and  how  to  use  such  materials  when 
found.  For  this  reason  the  following  topics  will  be 
briefly  considered:  The  Aim  of  Missionary  Education; 
Missionary  Lessons  for  Juniors;  A  Missionary  Policy 
for  the  Junior  Department;  Methods  of  Giving  Mis- 
sionary Instruction;  Sources  of  Material;  Missionary 
Activities  for  Juniors;    Program  Suggestions. 

The  junior  worker  who  would  be  successful  in  giving 
missionary  education  must  first  understand  the  aim  or 
purpose  of  the  work.  When  the  aim  is  clearly  defined, 
then  one  may  gather  the  material  of  instruction  and 
choose  the  right  methods  of  presenting  the  subject. 

The  aim  of  missionary  instruction  is  to  cultivate 
feelings  of  love  and  sympathy  for  others;  to  arouse 
6  81 


82  Wht  Juniors!:  I^oto  to  ^eacfj  anb  tlTtain  tCfjem 


interest  in  the  various  needs  of  others;  to  lead  the  chil- 
dren to  respond  to  these  various  needs  of  others;  to 
show  that  the  greatest  need  of  the  world  is  to  know  God, 
and  his  Son,  Jesus  Christ;  to  help  the  children  do  their 
part  in  telling  the  gospel  story  and  in  extending  the 
Kingdom  of  God. 

Missionary  Lessons  for  Juniors 

In  order  that  the  aim  may  be  realized,  and  that  the 
child  may  love  and  serve  God  by  loving  and  serving  others 
in  the  name  of  Jesus,  the  lessons  given  him  must  teach : 

1.  That  God  is  the  heavenly  Father  of  all  his  girls  and  boys. 

2.  That  God  loves  all  his  children  and  wants  to  be  loved  by 

them. 

3.  That  love  for  the  heavenly  Father  may  be  shown  by  obedi- 

ence to  parents ;  by  the  care  of  flowers  and  pets;  by  kind- 
ness to  friends  and  playmates;  by  loving  service  to  others. 

4.  That  many  girls  and  boys  who  hve  in  this  great  world  are 

unhappy  because  they  have  never  known  their  heavenly 
Father  and  have  never  heard  of  Jesus  who  loves  them  and 
who  said:   "Suffer  the  little  children  to  come  unto  me." 

5.  That  children  who  know  Jesus  may  help  him  and  make 

those  who  do  not  know  him  happy,  by  telling  them  of 
Jesus  and  his  love. 

6.  That  it  is  the  duty  of  those  who  love  Jesus  to  tell  others  by 

sending  teachers  (or  missionaries)  to  them;  by  sending  the 
Bible  to  them ;  by  praying  for  them ;  by  helping  them  with 
gifts  of  pictures,  books,  toys,  clothes,  money,  and  so  forth; 
by  preparing  to  go  to  teach  them. 

7.  That  it  is  a  great  thing  to  be  of  those  heroes  who  bravely 

follow  Jesus  in  obeying  his  command  to  go  and  teach  all 
nations. 

8.  That  to  be  a  Christian  means  to  be  a  missionary. 

9.  That  the  Holy  Spirit  will  give  to  each  boy  and  girl  who  fol- 

lows Jesus  the  power  to  live,  to  suffer,  or  to  die,  if  necessary, 
for  Christ. 

10.  That  the  reward  for  obedience  to  his  commands  is  a  life 

of  service  and  joy  here  on  earth,  and  life  everlasting  with 
Jesus,  the  King  of  kings. 


MiUfiiatxatp  ^tiucation  83 

A  Missionary  Policy  for  the  Junior  Department 

The  following  policy  is  merely  suggested.  Perhai)s 
its  largest  service  will  be  to  suggest  a  better.  When  a 
policy  is  adopted,  it  should  be  followed  as  closely  a.s 
possible. 

The  missionary  policy  of  this  Junior  Department 
shall  be: 

1.  To  furnish  adequate  missionary  instruction  through  the 

lessons  and  frequently  through  the  session  program  by  the 
use  of  missionary  stories,  pictures.  Scripture  passages,  and 
songs. 

2.  To  furnish  opportunities  for  the  expression  of  interest  in  the 

missionary  cause  through  prayers  for  the  missionaries, 
through  the  missionary  offering,  through  graded  missionary 
activities;  through  the  suggestion  that  the  girls  and  boys 
themselves  may  go  some  day  to  tell  the  "Story." 

3.  To  furnish  examples  of  lives  full  of  missionary  interest  and 

activity  in  the  lives  of  the  teachers  and  officers  of  the  de- 
partment. 

4.  To  have  a  missionary  library  for  the  use  of  the  pupils  and 

another  for  the  use  of  the  teachers.  The  teacher's  library 
should  contain:  Graded  Social  Service,  by  Hut  chins;  Mis- 
sionary Program  Material  for  Teachers  of  Children  Under 
Twelve  Years  of  Age,  by  Ferris;  A  Manual  of  Missionary 
Methods,  by  Trull;  The  Sunday  School  Teacher  and  the 
Program  of  Jesus,  by  Trull  &  Stowell;  Missions  in  the 
Sunday  School,  by  Hixson;  Five  Missionary  Minutes,  by 
Trull;  Missionary  Programs  and  Incidents,  by  TiTill; 
Missions,  by  Brown. 

5.  To  send  officers  or  teachers  of  the  department  to  one  of  the 

denominational  missionary  conferences  held  each  year,  or 
to  one  of  the  Missionary  Education  Movement  Summer 
Conferences. 

The  methods  of  giving  missionary  education  will  be 
the  same  as  those  employed  in  giving  girls  and  boys 
other  kinds  of  instruction  and  training.     They  must  be 


84  Cfje  Suniorg:  I^oto  to  ^eacl)  anb  tE^tain  tlTbem 

chosen  according  to  the  pupil's  interest,  experiences, 
and  powers  to  live  the  truths  taught,  and  they  must 
provide  for  both  the  impression  and  expression  of  the 
truths.  They  will  include  the  use  of  missionary  stories, 
pictures,  objects,  songs,  and  Scripture  passages  for 
making  deep  impressions  on  the  mind  of  the  child,  and 
they  will  provide  avenues  of  expression  by  the  use  of 
missionary  prayers,  songs,  offerings,  and  graded  activi- 
ties. 

Sources  of  Material 

In  the  Junior  Department  we  may  build  upon  the 
missionary  teaching  given  in  the  Primary  Department. 
The  child  is  now  ready  for  hero  stories  because  he  de- 
lights in  deeds  of  daring,  and  longs  to  do  something 
himself.  The  stories  presented  in  the  Junior  Graded 
Lesson  Series  have  been  chosen  for  the  purpose  of  cul- 
tivating the  pupil's  religious  life.  They  furnish  new 
knowledge  for  the  child;  they  present  a  correct  ideal  of 
heroism;  they  introduce  the  pupil  to  noble  men  and 
women,  and  to  good  literature;  "they  create  enthusi- 
asm for  the  spread  of  the  Kingdom";  they  make  the 
child  understand  that  the  power  of  Jesus  and  the  work  of 
the  Holy  Spirit  are  the  same  in  the  world  to-day  as  they 
were  long  ago.  Note  the  Themes:  in  the  Second  Year, 
Followers  of  the  Lord  Jesus;  in  the  Fourth  Year,  The 
Gospel  According  to  Mark;  Studies  in  The  Acts; 
Later  Missionary  Stories. 

Other  story  material  may  be  found  in  the  following 
books: 


JWisijiionarp  Cbucation  85 

Old  Country  Hero  Stories — Brown. 

Myths  of  the  Red  Children— Wilson. 

The  Dragon  and  the  Cross — Paine. 

The  Story  of  Sonny  Sahib — Cotes. 

The  Story  of  David  Livingstone — Golding. 

The  Autobiography  of  John  G.  Paton. 

Everyland,  a  monthly  magazine.     ($1.00  per  year.) 

Heroes  of  Missionary  Enterprise — Field. 

Missionary  Story  Sermons— Kerr. 

Twelve  Little  Children  Who  Stayed  at  Home — Scott. 

Missionary  Heroes  in  Oceanea — Lambert. 

Children  at  Plaj^  in  Many  Lands — Hall. 

Other  People's  Children — Seebach. 

Denominational  Missionarj^  Papers  for  Children. 

Martin  of  Mansfeld — Seebach. 

Pictures  and  Stereographs. — Pictures  and  stereographs 
will  be  found  helpful.  The  portraits  of  famous  mission- 
aries, price  from  50  cents  to  $3.50,  according  to  size. 
(Missionary  Education  Movement.) 

Note  the  pictures  used  in  the  Pupil's  Work  and  Study  Books 
w^th  the  missionary  lessons  in  the  junior  course. 

Use  the  pictures  in  Everyland,  a  monthly  magazine,  $1.00  per 
year.     156  Fifth  Avenue,  New  York. 

China  Stereographs,  sixteen  in  set,  75  cents.  Missionary  Edu- 
cation Movement,  156  Fifth  Avenue,  New  York. 

Interest  in  others  may  be  stimulated  by  showing 
objects  from  countries  where  missionaries  are  at  work. 
Such  curios  may  be  borrowed  or  rented  from  the  de- 
nominational mission  boards  and  from  the  Missionary 
Education  Movement,  New^  York .  The  following  sets 
of  Missionary  Object  Lessons  for  children  may  be 
purchased  from  the  mission  boards  or  from  the  Mission- 
ary Education  Movement. 

An  African  village,  or  kraal,  lithographed  in  true 
colors,  with  a  model  of  a  grass  hut  and  other  objects. 


86  ^fje  Suniotjs:  ^oto  to  tKeacfj  anb  tKrain  tlTfjem 

The  manual  for  teachers  contains  a  six-chapter  story 
on  which  to  base  the  lessons.  Complete,  with  manual 
for  teachers,  $1.50. 

American  Indiaiis. — A  large  lithographed  American 
Indian  camp,  a  model  tepee  and  other  objects,  complete 
with  manual  for  teachers,  costs  $1.50. 

A  Japanese  garden,  model  of  house,  and  many  objects 
used  in  a  Japanese  home,  complete,  with  manual  for 
teachers,  costs  $1.50. 

These  Missionary  Bible  Verses  for  Juniors  will  be 
useful: 

Isa.  64  :  8a;  II  Cor.  9  :  7b;  Matt.  22  :  37-39;  John  3  :  16; 
James  1:22;  Matt.  10:8;  John  13:35;  Mark  16:15;  Ps. 
96  :  1,  3;  Luke  18  :  16;  Acts  22  :  15;  Heb.  13  :  16;  Josh.  1  : 9; 
Acts  1  :  8b;  26:  19b;  Rom.  8  :  35,  37;  Matt.  8  :  19,  20;  II  Tim. 
2  :  3;  Matt.  5  :  16;  Ps.  86  :  9,  10;  II  Tim.  4  :  7,  8. 

These  songs  will  be  helpful  in  Missionary  programs : 

The  Son  of  God  Goes  Forth  to  War. 

From  Greenland's  Icy  Mountains. 

Zion,  Haste. 

We've  a  Story  to  Tell  to  the  Nations. 

Christ  for  the  World  We  Sing. 

The  Morning  Light  Is  Breaking. 

Fling  Out  the  Banner. 

Crown  Him  with  Many  Crowns. 

Flags  of  all  countries  may  be  used  occasionally  to 
decorate  the  room.  At  other  times  the  flags  of  one 
country  may  be  used  to  interest  pupils  in  the  people 
of  that  country.  A  set  of  twenty  tissue-paper  flags 
maybe  purchased  for  twenty-five  cents;  a  set  of  cotton 
flags  for  two  dollars.  W.  H.  Dietz,  20  E.  Randolph 
St.,  Chicago,  IlUnois. 


Mi^^ionatp  dhutation  87 

The  flag  of  your  country  in  cotton  bunting  and  silk 

may  be  purchased  for  different  prices  according  to  size. 

Saluting  the  flag  develops  love  for  the  country  and  creates 

a  desire  to  serve  one's  country.     This  saluting  is  used : 

"  I  pledge  allegiance  to  my  flag  and  to  my  country  for  which  it 
stands:  one  nation,  indivisible,  with  liberty  and  justice  to  all." 

Follow  the  salute  by  singing  your  nationa  hymn. 

The  Christian  flag  may  also  be  purchased  in  cotton 

bunting  or  silk,  price  according  to  size.     This  flag  has 

a  white  ground  and  a  blue  field  in  the  upper  corner  on 

which  is  a  blood-red  cross.     Saluting  this  flag  develops 

love  for  God  and  creates  a  desire  to  share  in  spreading 

the  Kingdom  of  God.     The  salute: 

"I  pledge  allegiance  to  my  flag,  and  to  the  Saviour  for  whose 
Kingdom  it  stands;  one  brotherhood,  uniting  all  mankind  in  ser- 
vice and  love." 

Follow  the  salute  by  singing  ^^  Fling  Out  the  Banner.'^ 
Missionary  Library  for  Juniors. — Note  books  named 

under  topic,  "Other  Story  Material,"  and  add  as  many 

of  the  following  as  possible:  . 

The  Chinese  Boy  and  Girl — Headland. 

Wigwam  Stories — Judd. 

The  Children's  Hero  Series:  James  Chahners — Kelman. 

The  Unmannerly  Tiger  and  Other  Tales — Griffis. 

Children's  Missionary  Series  (ten  volumes) — Dwight. 

Adventures  with  Four-Footed  Folk — Brain. 

Chinese  Fairy  Stories — Pitman. 

Topsy-Turvy  Land — Zwemer. 

Zigzag  Journeys  in  Camel  Country — Zwemer. 

Every  land. 

Missionary  Impressions  May  he  Made  Through  Social 
Activities. — Children  like  and  enjoy  missionary  meet- 
ings, parties,  socials,  and  entertainments. 


88  tlTlje  Suniorsc  |#oto  to  tlDeacf)  anb  tKrain  tE^fjem 

Miss  Anita  B.  Ferris  has  written  a  valuable  book  for 
use  with  children  under  twelve  years  of  age.  It  con- 
tains a  chapter  on  the  principles  of  program-building, 
two  specimen  programs,  stories  to  tell,  simple  dramatic 
exercises,  recitations,  games,  and  so  forth,  classified 
under  different  countries.  Price,  50  cents.  Mission- 
ary Education  Movement,  156  Fifth  Ave.,  New  York. 

"Just  Plain  Peter,"  by  Janet  Prentiss,  is  a  dramatic 
entertainment  for  juniors.  It  is  the  story  of  two  Ital- 
ian orphans  in  a  tenement,  and  the  help  given  by  a 
visitor  from  the  mission.     Price,  25  cents,  prepaid. 

Suggestions  for  missionary  socials  are  made  on  page 
275,  G.  L.  Primary  Teacher's  Text  Book,  Second  Year, 
Part  III,  and  on  page  6,  Foreword,  Junior  Teacher's 
G.  L.  Text  Book,  Second  Year,  Part  IV. 

Other  suggestions  for  socials,  plays,  or  demonstrations 
may  be  secured  from  the  denominational  mission 
boards. 

The  response  to  the  missionary  lessons  taught  the 
child  should  be  a  desire. to  help  others.  This  desire 
should  find  expression  in  praying  for  others,  in  giving 
gifts  of  different  kinds  to  others,  and  in  serving  others. 
Care  should  be  taken  that  the  prayers  are  brief,  definite, 
and  within  the  range  of  the  child's  experience.  They 
should  be  repeated  sentence  prayers  for  in  this  way  the 
child  learns  to  pray  for  himself  and  for  others.  The 
gifts  should  include  money  which  the  child  has  saved  or 
earned;  toys,  books,  and  pictures;  clothing  and  food 
are  also  gifts  which  he  can  lovingly  and  intelligently 
give.     The  offering  of  money  should  be  made  weekly. 


illi£(gionarp  €tiucatian  89 

just  as  the  offering  for  the  home   church  is  made. 
Write  to  your  own  mission  board  for  infonnation  in 
regard  to  the  duplex-envelope  system.     It  is  a  fine 
system  of  giving. 
The  service  which  the  child  renders  should  be: 

1.  In  his  own  home,  school,  and  church  life,  by  simple  acts  of 

helpfulness. 

2.  In  the  community  in  which  he  lives,  by  gifts  of  money  and 

things  he  makes  for  a  day  nursery,  old  people's  home,  set- 
tlement, or  mission. 

3.  In  the  homeland  in  which  he  lives,  by  gifts  which  he  sends  to 

immigrants  at  our  ports  of  entry,  or  to  schools  for  Negroes, 
Indians,  and  others. 

4.  In  far-away  lands,  by  gifts  to  mission  schools,  hospitals, 

and  teachers. 

Such  opportunities  for  service  will  often  lead  to  a 
decision  to  serve  others  by  going  some  day  to  a  needy 
field  in  either  the  homeland  or  a  foreign  land. 

The  following  suggestions  for  graded  activities  should 
be  borne  in  mind: 

Very  young  children  may  feed  the  birds;  be  kind  to 
domestic  animals;  provide  flowers  for  the  sick,  or  aged, 
or  others  who  may  be  made  happy  by  them;  help  the 
poor  by  gifts  of  clothing,  food,  and  fuel;  send  gifts  of 
toys,  books,  and  pictures  to  hospitals  or  orphanages; 
send  gifts  of  money  to  those  who  are  needy  at  home 
and  abroad. 

The  junior  boys  and  girls  may  do  all  those  things 
suggested  for  the  younger  children  in  addition  to  the 
following:  collect  picture  cards  and  pictures;  make 
scrapbooks  and  picture  books  for  hospitals  and  orphan- 
ages, also  for  home  and  foreign  mission  stations;  collect 


90  tlTijc  Mniox^:  ?^otD  to  tlTeact)  anb  ^rain  Cf)cm 

magazines  and  papers  for  homes  for  the  aged  and  the 
poor;  make  gifts  of  money,  saved  or  earned,  to  the 
home  and  foreign  missionary  boards. 

Sympathy  aroused  by  current  disasters  at  home  or 
abroad,  such  as  storms,  famines,  and  floods  afford  oppor- 
tunities for  training  the  child  in  service  to  others. 

Write  to  the  Department  for  Utilizing  Surplus  Ma- 
terial of  the  World's  Sunday  School  Association,  Metro- 
politan Building,  New  York  City,  for  full  information 
in  regard  to  those  missionaries  of  your  denomination 
who  need  pictures,  books,  toys,  and  the  like,  as  well  as 
money. 

Finally,  here  are  suggestions  for  five-minute  programs : 

1.  Have  a  missionary  prayer. 

2.  Sing  and  explain  a  missionary  song. 

3.  Give  brief  sketch  of  a  great  missionary. 

4.  Have  a  returned  missionary  speak. 

5.  Narrate  a  current  missionary  incident. 

6.  Call  attention  to  the  missionary  bidletin  l)oard  on  which 

are  newspaper  or  magazine  clippin'!;s. 

7.  Explain  a  missionary  object  or  curio. 

8.  Let  librarian  relate  interesting  passages  from  new  missionary 

books. 

9.  Repeat  a  missionary  Bible  verse. 

10.  Have  a  missionary  story. 

11.  Call  attention  to  the  missionary  lesson  in  the  Graded  Les- 
son Series,  if  such  a  lesson  happens  to  be  taught  on  a  par- 
ticular day. 

12.  Celebrate  the  birthday  of  a  great  missionary. 

13.  Have  salutes  given  to  both  the  United  States  and  Christian 


14.  Have  a  special  missionary  offering  service. 

15.  Hang  a  missionary  map  on  the  wall  of  the  Junior  Depart- 
ment and  show  how  the  Kingdom  is  spreading. 


CHAPTER  IX 

JRecreation 

"  The  need  of  the  pupil  is  the  law  of  the  school" 

The  church  must  recognize  the  fact  that  the  child 
has  a  right  to  play  and  that  play  he  must  if  he  is 
ever  to  have  a  well-rounded  Christian  character.  The 
junior  needs  play  and  he  will  instinctively  seek  what  his 
life  hungers  for  until  he  finds  it.  Sometinies  he  plays 
in  the  home  and  his  companions  are  invited  to  share  the 
good  times  which  mean  so  much  to  him;  sometimes  he 
plays  on  the  properly  supervised  public-school  play- 
ground; sometimes  he  must  play  on  the  streets  or  in 
the  alleys;  seldom  does  he  play  in  the  church,  for  in 
many  places  the  church  has  not  yet  awakened  and  taken 
its  share  in  providing  for  the  play  life  of  the  child.  And 
yet  the  church  ought  to  do  its  part  in  meeting  this  need 
of  the  child.  In  his  hours  of  play  a  child  voluntarily 
puts  into  practice  all  the  rules  of  living  which  he  has 
learned  at  home,  at  school,  and  at  the  church.  He 
develops  honesty,  self-confidence,  unselfishness,  cour- 
age, obedience,  the  ability  to  think  and  decide  rapidly, 
the  spirit  of  love  and  friendship,  and  many  other  valu- 
able traits  of  character;  and  when  the  church  assumes 
the  resi)onsibility  of  guiding  some  of  this  play  life,  the 
whole  life,  physical,  mental,  spiritual,  may  be  devel- 
oped in  a  fine  way  that  is  unusual.     Then  there  is 

91 


92  XBf)t  3unior£f:  l^oto  to  Wtati)  anb  tlTrain  ^bem 

another  thing  to  remember:  The  junior's  boundless 
physical  energy  makes  him  passionately  fond  of  play, 
and  for  this  reason  the  church  should  set  about  suggest- 
ing something  to  do  and  not  be  continually  talking 
about  the  things  not  to  do.  It  is  nerve-racking  to  a 
child  to  hear  continually  the  word  ''Don't"  whether  it 
be  at  home,  or  at  school,  or  at  church. 

Some  churches  have  provided  gymnasiums,  reading 
rooms,  and  game  rooms  for  their  young  people,  all 
under  the  constant  and  efficient  supervision  w^hich  is 
absolutely  necessary  to  success.  The  junior  boys  are 
allowed  to  attend  on  certain  nights,  the  girls  on  other 
nights.  The  teachers  of  the  boys  attend  the  nights  the 
boys  are  there  and  the  teachers  of  the  girls  are  present 
the  nights  the  girls  attend.  In  this  way  the  children 
have  the  adult  companionship  they  need  and  the  teach- 
ers win  the  friendship  of  their  pupils. 

But  hundreds  of  juniors  have  no  such  opportunity 
for  the  right  sort  of  recreation.  Yet  there  is  no  reason 
for  discouragement,  for  much  can  be  done  through  regu- 
lar junior  socials.  These  may  be  given  every  month, 
or  every  two  or  three  months,  as  seems  wise  to  those  in 
charge  of  the  work.  When  planning  for  the  socials 
bear  in  mind  the  following  suggestions: 

1.  Have  a  full  and  complete  program.     It  is  necessary  to  have 

the  activities  of  the  children  under  direction  and  control 
all  the  time. 

2.  Set  a  time  for  the  arrival  and  departure  of  the  children. 

3.  Plan  the  program  according  to  the  recreation  interests  and 

needs  of  the  jHipils.  The  program  may  include  the  telling 
of  stories  by  the  teachers,  the  playing  of  games  by  pupils 
and  teachers;   the  singing  of  songs  by  all;   the  making  of 


I^ecreation  93 


some  simple  gifts  for  the  poor  or  sick;  the  showing  of  good 
stereopticon  or  moving  pictures;  the  actmg  of  charades; 
the  eating  of  light  refreshments.  . 

4  No  prizes  should  be  awarded.  Credits  may  be  given  to  all 
who  win  m  the  games  and  at  the  close  ot  the  social  an- 
nouncement may  be  made  of  those  who  earn  the  largest 
number. 


Program  Suggestions 

The  children  enjoy  such  active  games  as  ''hide  and 
seek,"  ''follow  the  leader/'  "pebble  chase;"  also  such 
quiet  games  as  "find  the  ring"  and  "Simon  says." 
They  like  hero  stories;  they  like  pictures  of  places  and 
pictures;  they  like  to  contribute  something  of  their 
o^vn  to  the  program,  such  as  whistling  by  the  boys  and 
singing  or  reciting  by  boys  or  girls.  They  enjoy  games 
in  which  there  is  a  chance  for  group  competition  be- 
tween the  boys  and  girls.  (A  helpful  book  for  teachers 
is  "Games  for  the  Playground,  Home,  School,  and 
Gymnasium,"  by  Jessie  Bancroft.) 

The  following  plans  have  been  used  by  different 
Junior  Departments: 

A  Missionary  Social. — When  the  children  arrived  a 
number  on  a  shp  of  paper  was  given  to  each.  They 
were  then  told  that  when  the  bell  rang  they  were  to 
go  downstairs  and  find  the  tables  with  the  corresponding 
numbers.  On  each  table  they  found  many  curios  from 
some  foreign  country,  and  one  of  the  older  juniors  told 
what  they  were  and  all  he  knew  about  the  habits  and 
customs  of  that  particular  country.  Then  the  bell 
rang  and  each  group  changed  to  the  next  table.  So  the 
game  progressed  and  all  had  a  merry  time. 


94  tCfje  Mnioxfi:  |#oto  to  ^tac\)  anb  Wtain  tCfjem 


A  Japanese  Social. — One  of  the  boys  brought  his 
miroscope  and  the  children  went  to  Japan  by  seeing  the 
pictures.  When  they  arrived  there,  in  imagination,  they 
played  Japanese  games  and  had  Japanese  stories  told. 

An  African  Social. — One  night  just  before  the  prepa- 
ration for  the  Livingstone  Centenary  began  the  juniors 
played  that  they  were  all  Africans.  They  used  the 
African  village  curio  box,  had  the  story  of  Catla 
and  Ara,  and  then  played  African  games.  (A  helpful 
book  is  ''Children  at  Play  in  Many  Lands,"  by  Kollock.) 

A  Christmas  Party. — ^In  a  certain  Junior  Depart- 
ment one  of  the  boys  had  been  much  interested  in 
the  opening  of  the  Sunshine  Home  for  Children  in  the 
community.  The  first  Christmas  it  was  open  he  was 
largely  instrumental  in  having  a  Christmas  party  for 
the  children.  Before  the  next  Christmas  came  around, 
Raymond  was  called  to  the  heavenly  home.  But  when 
Christmas  came  again,  his  mother  remembered  Ray- 
mond's interest  in  the  Home.  She  came  to  his  friends 
in  the  Junior  Department  and  said  if  the  juniors  would 
give  a  party  for  the  children  at  the  Home,  she  would 
provide  a  tree  in  memory  of  Raymond.  The  pupils 
were  delighted.  Most  of  the  children  at  the  Home 
were  younger  than  the  juniors,  and  the  matron  had 
them  write  letters  to  Santa  Claus  asking  for  what  they 
wanted.  These  she  sent  to  the  Sunday  school  and  the 
juniors  had  lots  of  fun  opening  them  and  trying  to 
provide  what  the  children  wanted.  All  the  toys  were 
not  new  (some  of  thom  the  jimiors  had  used),  Init  they 
were  all  good.     The  juniors  brought  some  of  the  decora- 


3l^ecreation  95 


tions  that  they  could  spare  from  the  supply  for  their 
own  Christmas  trees,  decorated  the  tree  themselves, 
and  wrapped  and  marked  the  packages.  The  party 
was  held  in  the  Imsement  of  the  church,  juniors  and 
Sunshine  children  together.  The  children  of  the  Home 
sang  their  songs  and  ^'said  their  pieces;"  the  juniors 
sang  their  songs,  and  one  of  the  teachers  told  a  beautiful 
Christmas  story.  Then  the  girls  and  boys  distributed 
the  gifts.  The  juniors  were  even  happier  than  the 
Sunshine  children. 

A  Birthday  Social. — In  a  large  department  this  may 
be  an  annual  affair.  A  few  weeks  before  the  time  of 
the  social  the  children  are  divided  into  twelve  groups 
according  to  the  month  in  which  they  are  born.  One 
of  the  teachers  or  officers  is  assigned  to  work  with 
each  group.  Each  group  prepares  some  game,  charade, 
song,  or  recitation  indicative  of  the  month  it  represents. 
After  the  twelve  groups  have  presented  their  part  of 
the  program,  they  pass  to  twelve  tables  which  have 
been  decorated  to  represent  the  birthday  month  of 
those  who  are  served  there.  The  refreshments  also 
may  be  chosen  with  this  thought  in  mind.  The  follow- 
ing suggestions  are  made  for  the  programs  of  the  differ- 
ent groups: 

January 

1.  Song  by  child  on  the  "New  Year." 

2.  Tableaux  of  snow  man  and  children  in  the  act  of  pelting  him 

with  cotton  balls. 
February 

1.  Songs  and  recitations  appropriate  to  Valentine's  Day. 

2.  Patriotic  program,  with  Lincoln  or  Washington  tableaux  or 

recitations,,  readings,  or  songs. 


96  lEbe  SuniotfiS:  H^ob)  to  ^eacb  anb  ^rain  tB\^tm 

March 

1.  Child  in  green  dress  (skirt  very  full  and  long)  with  hair  un- 

done. An  electric  fan  behind  a  screen.  Fan  started  when 
child  sings,  "Where  does  the  wind  come  from?" 

2.  All  March  boys  and  girls,  sitting  on  platform  with  little 

green  flags  in  their  hair,  sing  "The  Wearing  of  the  Green" 
or  other  Irish  song,  in  honor  of  St.  Patrick's  Day. 

April 

1.  Come  on  platform  with  umbrellas  up,  then  down,  then  up, 

marching  about  to  music,  and  imitating  an  April  shower. 
Then  formed  in  line  with  open  sheet  music,  "make  be- 
lieve" to  sing. 

2.  Come  on  platform  prepared  to  sing  and  just  as  it  ought  to 

begin,  turn  music  so  that  April  Fool  is  read  from  the  re- 
verse side,  then  march  out. 

May 

1.  A  May  moving  day,  and  general  house-cleaning  time  illus- 

trated by  girls  with  dust  caps,  boys  with  pails,  stepladders, 
and  so  forth. 

2.  Reading  or  recitation,    "I'm  to  be  Queen  o'  the  May." 

Tableaux  to  illustrate  the  crowning  of  the  May  Queen. 

June 

1.  Songs  and  recitations  appropriate  to  the  "month  of  roses." 

2.  A  graduation  day  scene. 

July 

1.  A  tableau,  Columbia  with  soldier  on  one  side  and  sailor  on 

the  other. 

2.  One  or  two  of  Jarley's  wax  figures,  the  first  one  the  figure  of 

Liberty,  which  when  wound  up  waves  a  flag,  can  be  made 
quite  funny. 

August 

1.  A  harvesting  scene  pictured  and  a  harvesting  song  sung. 

Girls  with  sunbonnets  and  boys  with  straw  hats. 

2.  A  seashore   story,  "How  the  Sea  Became  Salt,"  adapted 

from  "How  to  Tell  Stories  to  Children,"  by  Sara  Cone 
Bryant. 

September 

1 .  A  Labor  Day  Parade,  with  banners,  each  a  take-off  on  people 

in  the  school,  ending  with  a  stump  speech. 

2.  CJoing  to  school  illustrated  with  books,  lunches,  and  so  forth. 

3.  A  college  take-off,  Princeton  or  some  other  college  colors 

used,  college  song  sung. 


l^ecreation  97 


October 

1.  A  Halloween  tableau. 

2.  Some  one  to  recite  "The  Goblins  Will  Git  You  if  You  Don't 

Watch  Out,"  with  lights  turned  low.     *'Seein'  Things  at 
Night"  recited. 

November 

1.  An  Election  Day  scene,  balloting,  and  so  forth,  with,  signs 

on  walls,  giving  names  of  official  candidates. 

2.  Thanksgiving  Day  recitations  or  songs. 
December 

1.  A  Christmas  scene,  children  bearing  gifts,  toys,  vegetables, 

and  so  forth. 

2.  A  shoemaker's  last  hung  up  and  a  huge  shoe  beside  it  to  help 

make  it  a  little  more  complex.     "  Last  but  not  Least." 


CHAPTER  X 

Cfie  junior  department  anb  tfje  J^ome 

"  The  need  of  the  child  is  the  law  of  the  home^^ 

The  Sunday-school  leader,  as  well  as  the  day-school 
teacher,  has  come  to  realize  the  importance  of  securing 
the  cooperation  of  the  home  in  all  plans  made  for  the 
best  character  development  of  the  pupil.  The  parents 
have  control  of  many  hours  of  the  child's  time  and  they 
provide  the  environment  for  this  time.  This  environ- 
ment includes  many  things  other  than  the  location  of 
the  home.  There  are  the  pictures  on  the  walls,  the 
forms  of  amusement  indulged  in,  the  music  played  or 
sung,  the  newspapers,  magazines,  and  books  for  read- 
ing, the  attitude  toward  religion  and  sacred  things. 
All  these  deepen  or  efface  the  good  impressions  made  on 
the  minds  of  the  pupils  during  the  Sunday-school  ses- 
sions. Again,  the  parents  suggest  or  permit  nearly  all 
the  forms  of  activity  by  which  the  boys  and  girls  ex- 
press themselves.  These  include  duties  performed  in 
the  home,  games  enjoyed  at  play,  services  rendered  to 
others.  All  these  activities  furnish  opportunities  for 
realizing  or  destroying  the  ideals  created  in  the  Sunday 
school. 

For  this  reason  the  home  should  know  the  purpose 
of  the  work  of  the  Sunday  school  and  church,  and  the 


tCbe  STunior  department  anti  tf)e  J^ome  99 

Sunday  school  should  know  the  home  conditions  and 
have  the  assistance  of  the  parents  in  the  work  it  is 
doing.  The  parents  should  know  that  the  Sunday- 
school  teachers  are  praying  and  planning  and  studying 
for  the  purpose  of  teaching  these  boys  and  girls  to  know 
Ciod,  the  ( .'reator  and  Father,  and  Jesus  Christ,  their 
Friend,  Companion,  King,  and  Saviour;  to  know  how 
to  handle  their  Bibles;  to  memorize  many  passages  of 
Scripture;  to  attend  church  regularly;  to  make  sys- 
tematic offerings  for  the  home  church  and  missions; 
to  read  their  Bibles  and  pray  every  day;  to  sign  the 
pledge  not  to  use  tobacco  or  alcohol;  to  accept  Jesus 
Christ  as  Saviour;  to  serve  Christ  at  home,  at  school, 
at  play,  in  a  boy's  or  girl's  way;  to  develop  the  power 
to  make  right  choices  and  decisions.  Surely  all  parents 
should  be  asked  and  expected  to  cooperate  fully  in  this 
great  work  of  teaching  and  training  their  own  children 
for  Christ  and  the  church. 

The  teachers  should  know  whether  the  home  is  con- 
tributing to  the  formation  of  these  desirable  habits  by 
sympathy  and  cooperation,  or  interfering  by  either  in- 
difference or  opposition. 

The  best  way  for  parents  and  teachers  of  juniors  to 
learn  to  know  one  another  and  to  work  together  is 
through  the  parents'  or  mothers'  meetings  arranged  by 
the  junior  workers.  The  invitations  for  the  first  meet- 
ing should  be  verbal  and  personal,  as  well  as  written. 
Secure  the  help  of  the  pastor  or  superintendent  in  an- 
nouncing the  date;  send  cards  or  letters  to  the  home  by 
the  pupils;   let  a  notice  appear  in  the  church  bulletin; 


100  tirije  3runior£(:  l^oto  to  Ztatl)  anb  Wxain  ^f)tm 

have  the  teachers  call  at  the  homes  of  the  pupils  and 
deliver  a  personal  and  cordial  invitation. 

Plan  to  decorate  the  room  of  the  church  in  which  the 
meeting  is  held.  The  parents  will  see  that  the  occasion 
is  considered  an  important  one  and  this  will  make  the, 
right  sort  of  impression  on  their  minds.  Arrange  the 
program  carefully.  At  the  first  meeting  it  would  cer- 
tainly be  in  order  to  tell  the  parents  of  the  plans  and 
work  of  the  Junior  Department.  State  clearly  the 
aims  of  the  work;  outUne  the  methods  used;  tell  of 
the  lessons  taught,  showing  samples  of  the  pupils'  home 
work  and  handwork;  speak  of  the  program  and  the 
opportunity  thus  afforded  for  the  cultivation  of  the 
religious  feeling  and  for  self-expression  on  the  part  of 
the  pupil.  Explain  the  need  of  a  separate  room  and  a 
separate  session.  Carefully  outline  ways  in  which  the 
parents  can  help  in  the  great  work.  Follow  this  pre- 
sentation of  the  work  of  the  department  by  a  confer- 
ence, so  that  you  may  be  sure  that  all  which  has  been 
said  has  been  clearly  understood.  The  parents'  meet- 
ings should  become  bureaus  of  exchange  but  the  teach- 
ers must  lead  the  way. 

Let  a  social  period  follow.  See  that  the  parents  be- 
come acquainted  with  the  teacher  of  their  child.  Some 
arrangement  might  be  made  by  which  each  teacher 
could  gather  in  a  circle  about  her  the  parents  of  the 
children  in  her  particular  class.  Light  refreshments 
could  then  be  served. 

At  such  an  initial  meeting  it  would  be  well  to  formu- 
late plans  for  a  permanent  organization.     A  constitution 


^fje  STunior  department  anb  tfje  J^ome        101 

is  not  needed.  Appoint  a  committee  for  the  pur- 
pose of  nominating  the  four  officers  necessary,  i.  e., 
president,  vice  president,  secretary-treasurer,  and  h- 
brarian.  Appoint  another  committee  to  plan  for  the 
next  meeting  when  the  officers  will  be  elected  and  as- 
sume  their  duties.  After  this  election  the  time  and 
place  of  the  regular  meetings  can  be  decided.  Very  few 
committees  are  necessary.  They  are  as  follows:  Mem- 
bership, Social,  Program.  Others  can  be  added  when 
it  is  found  that  they  are  needed. 

The  Membership  Committee  will  seek  to  enlist  as 
members  all  mothers  and  fathers  of  the  junior  boys  and 
girls.  This  work  may  be  done  by  visiting  the  homes 
and  telephoning  or  writing  to  the  parents. 

The  Social  Committee  will  provide  for  the  socials  in 
connection  with  each  meeting. 

The  Program  Committee  Avill  arrange  an  order  of 
service,  something  hke  this: 

1.  Devotional  service. 

2.  Minutes  of  the  last  meeting. 

3.  Treasurer's  report. 

4.  Business,  old  and  new. 

5.  Music. 

6.  Address  on  topic  for  the  evening. 

7.  Conference  on  same  subject. 

8.  Music. 

9.  Social  period. 
10.  Adjournment. 

This  committee  will  also  arrange  for  speakers,  con- 
ference leaders,  and  musicians.  It  is  well  to  remember 
that  the  topics  considered  in  these  meetings  should  in- 
clude those  which  have  to  do  with  the  physical,  mental, 


102  tBi^t  3innm&:  l^oto  to  ZKeaci)  anb  Crain  ^Jjem 

spiritual,  and  social  welfare  of  the  boys  and  girls  who 
are  members  of  the  Junior  Department. 

The  services  of  Christian  preachers,  teachers,  doctors-, 
lawyers,  business  men,  missionaries,  temperance  work- 
ers should  be  enlisted. 

Among  possible  program  topics  are  the  following: 

The  Junior  Standard. 

Church  Attendance. 

The  Children's  Reading. 

The  Children's  Play. 

Vacation  Plans. 

The  Work  and  Study  Book. 

The  Junior  and  His  Companions. 

Happy  Sundays  in  the  Home. 

The  Child  and  the  Moving  Pictures. 

Story-Telling. 

Nature  Lessons  and  Gardens. 

Christmas  Giving. 

The  Training  of  the  Will. 

Religious  Training  of  Children  in  the  Home. 

ClTildren's  Prayers. 

The  Development  of  a  Girl. 

The  Mother's  Privilege. 

A  Talk  About  Christmas  Gifts. 

The  Best  Gift. 

An  Ideal  Christian  Home. 

The  Father's  Responsibility. 

How  to  Inculcate  a  Spirit  of  Reverence. 

Children's  Reading. 

The  Rehgion  of  a  Child. 

How  to  Lead  Children  to  Christ. 

The  Child  as  God's  Child. 

Fonnation  of  Habits. 

Making  the  Boy  Into  a  Good  Citizen. 

Perplexing  Questions. 

Unconscious  Influences. 

Vacation  Echoes. 

The  Meaning  of  Thanksgiving. 

Christian  Patriotism. 

The  Father's  Part  in  the  Training  of  the  Child. 

Our  Duty  Toward  Other  People's  Children. 


Ejje  STunior  department  anb  tf)e  l^ome        103 

Kaiiiy  Diiy  Oecjupatioiis. 

The  Twilight  Hour  the  Mother's  Opportunity. 

The  Physical  Welfare  of  the  Child. 

The  True  Spirit  of  Christmas.     Christmas  Stories. 

Relation  Between  Mother  and  Teacher. 

Children's  Rights:  Have  They  Any? 

Bible  Stories  and  Sunday  Amusements. 

.  Circulating  Library 

Such  an  association  should  have  a  circulating  library 

containing  the  following  books: 

A  Stutly  of  Child  Nature — Harrison. 

Lo\o  and  Law  in  Child  Training — Poulsson. 

In  the  Child  World— Poulsson. 

Religious  Education  in  the  Family^ — Cope. 

Mother  and  Daughter — Jackson. 

Children's  Right — Wiggin-Smith. 

How  to  Tell  Stories  to  Children — Bryan. 

Bringing  up  Boys — Clark. 

Stories  and  Story-TeUing — St.  John. 

Child  Nature  and  Child  Nurture — St.  John. 

The  Child  as  God's  Child— Rishell. 

The  Unfolding  Life — Lamoreaux. 

The  Renewal  of  Life — Morley. 

The  Boy  and  the  Church — Foster. 

The  Boy  Problem — Forbush. 

The  Child  and  His  ReHgion — Dawson. 

The  King  and  His  Wonderful  Castle — Brown. 

The  Natural  Way— DuBois. 

On  the  Training  of  Parents — Abbott. 

Hints  on  Child  Training — Trumbull. 

Building  Your  Girl — Wayne. 

Building  Your  Boy — Wayne. 

The  Da^^^l  of  Character — Mumford. 

Moral  Education — Griggs. 

The  Gnl  in  Her  Teens— Slattery. 

Training  the  Girl — McKeever. 

Training  the  Boy — McKeever. 

Essentials  of  Character — Sisson. 

Such  an  organization  as  that  here  described  will  be 

of  large  benefit  first  to  the  pupils,  and  second  to  the 

teachers  and  parents. 


CHAPTER  XI 

tICfje  iWontljlp  Morfeers;'  ifWeeting 

"  The  need  of  the  pupil  is  the  law  of  the  school" 

In  order  to  realize  the  aim  of  the  Junior  Department, 
it  is  necessary  for  the  superintendent,  officers,  and 
teachers  to  cooperate  fully  in  the  promotion  of  all  the 
plans  of  work.  Such  full  cooperation  cannot  be  secured 
unless  all  who  aid  in  the  management  of  the  department 
fully  understand  the  aim  of  the  work  and  the  means 
and  methods  of  doing  the  work.  Hence  the  real  neces- 
sity for  a  monthly  meeting  of  the  junior  workers.  The 
time  of  this  meeting  should  be  the  same  each  month 
and  it  should  be  about  a  week  or  ten  days  previous  to 
the  first  Sunday  of  the  ensuing  month,  for  instance,  the 
third  Monday,  Friday,  or  Saturday  of  the  month. 
Such  an  arrangement  gives  opportunity  for  all  the 
workers  to  arrange  their  plans  for  the  coming  month 
so  that  they  will  dovetail  together.  No  excuse  for 
absence,  except  illness,  should  be  offered  or  accepted. 

The  Members  of  the  Association  should  be  the  officers, 
teachers,  and  substitute  teachers  of  the  Junior  Depart- 
ment. 

The  object  should  be  to  afford  the  junior  workers  an 
opportunity  to  pray,  plan,  and  study  for  their  special 
work. 

The  officers  should  be  a  president,  yiee  president,  and 

104 


^fje  JHontfilp  Morfecrjf'  JHeeting  105 

secretary.  (The  superintendent  of  the  department 
should  be  the  president,  the  assistant  superintendent, 
the  vice  president,  and  the  secretary  of  the  department 
should  act  as  secretary.) 

Only  those  committees  which  seem  necessary  to  do 
the  work  from  month  to  month  should  be  appointed. 

There  should  be  a  library  of  good,  helpful  books  for 
junior  teachers.  These  should  be  purchased  by  the 
Sunday  school  for  the  use  of  the  junior  teachers.  See 
page  44  for  list  of  books. 

Plan  for  a  social  hour  at  the  close  of  the  meeting,  and 
serve  light  refreshments. 


The  Program 

1.  Short  Scripture  reading  and  a  brief  opening  prayer. 

(A  devotional  five  minutes.) 

2.  RoU  caU. 

3.  Minutes  of  the  last  meeting  read  and  approved. 

4.  Business  arising  from  the  reading  of  the  minutes. 

5.  Report  of  special  committees. 

6.  Reports  from  officers  and  teachers. 

The  superintendent. 

The  assistant  superintendent. 

The  secretary-treasurer. 

The  pianist. 

The  teachers. 

Of  First  Year  classes. 

Of  Second  Year  classes. 

Of  Tliird  Year  classes. 

Of  Fourth  Year  classes. 

7.  Consideration  of  business  suggested  by  the  reports  of  the 

officers  and  teachers. 

8.  New  business. 

9.  A  ten-minute  season  of  prayer,  seeking  help  in  the  solution 

of  problems  brought  to  light  during  the  meeting. 

10.  A  half-hour  study  period  with  the  superintendent  acting 

as  leader.     (This  period  may  be  devoted  to  a  study  of  the 


106  tlDJje  Sfuniov^:  l^oto  to  tlTeacf)  anb  ^xain  tCi)em 

Junior  Deijarlnieiit  standard  or  some  good  l)ook  of  interest 
to  junior  workers.) 

11.  A  half-hour  conference  period.    ». 

12.  Social  hour. 

Blanks  should  be  furnished  the  teachers  for  their 
reports  in  order  that  they  may  be  handed  the  superin- 
tendent for  later  and  fuller  consideration.  They  may 
read  as  follows: 


Class  No 

Teacher 

Number  of  pupils 

Cases  of  absence,  how  many,  and  reasons  for  such. 


Visits  to  the  homes 

Special  information  secured  from  visits  to  the  homes 

Any  problems  peculiar  to  the  class 

Any  successes  to  report 

Any  help  needed  from  other  workers  in  the  department 

Have  you  been  absent  during  the  month? 

What  provision  was  made  for  your  class? 

Name  any  special  books  helpful  to  you  as  a  junior  worker  which 
you  have  read  during  the  past  month 

Have  you  attended  any  meetings  where  you  received  special  help? 

If  so,  where? 

The  officers  need  not  have  blanks  for  their  reports, 
but  may  be  expected  to  report  on  the  following  points: 

The  Superintendent. — 

1.  The  program  plans  for  the  coming  month. 

2.  Equipment  necessities. 

3.  Teacher-training  plans  and  suggestions. 
The  Assistant  Superintendent. — 

1.  Any  classification  problems. 

2.  Substitute  teacher  problems. 

3.  Social  plans  for  the  department. 
The  Secretary-Treasurer. — 

1.  The  attendance  at  Sunday  school  and  church:  is  it  regular? 
is  it  punctual? 


€:j)e  JHontijlp  Moxktxi'  iftleeting  107 

2.  New  pupils:  who  arc  they?  what  is  their  home  environment? 

0.  Increase  or  decrease  of  offerings. 

4.  Progress  made  by  pupils  hi  securhig  class  or  individual 
credits  for  the  department  work. 
The  Pianist. — 

1.  The  music  for  the  month. 

2.  Any  special  music. 

3.  Teaching  the  children  to  sing. 

Finally,  it  should  be  decided  that  under  no  circum- 
stances may  this  meeting  become  a  social  or  debating 
club,  but  that  it  should  be  held  for  the  following  pur- 
poses: To  consider  the  needs  of  the  department;  to 
concentrate  upon  the  weak  places;  to  correct  erroneous 
ideas;  to  make  better  teachers  and  workers;  to  pray 
for  the  work. 

Perhaps  it  would  be  well  if  the  Junior  Teachers' 
Association  adopted  a  standard  to  which  the  teachers 
would  be  asked  to  subscribe  upon  entering  the  depart- 
ment as  workers.  Such  a  standard  might  include  the 
following: 

1.  The  careful  study  of  the  lessons  to  be  taught. 

2.  The  study  of  the  "Foreword"  and  the  "Appendices"  in 

each  quarterly  textbook. 

3.  The  making  of  the  Pupil's  Work  and  Study  Book. 

4.  Visiting  the  children  in  their  homes. 

.'5.  Attendance  at  the  junior  workers'  monthly  meeting. 
G.  Visiting  the  public  school  which  the  pupils  attend. 

7.  The  study  of  at  least  one  teacher-training  book  a  year. 

8.  Attendance  at  a  Community  Training  School,  or  a  Sum- 

mer or  Winter  School  of  Sunday  School   Principles  and 
Methods. 

Such  a  standard  would  prove  most  helpful  in  increas- 
ing the  efficiency  of  the  workers. 


CHAPTER  XII 

jMibttieefe  actibitiefi  for  3funiot£f 

"T/ie  need  of  the  pupil  is  the  law  of  the  school" 

All  earnest  workers  with  juniors  desire  to  see  the 
lessons  taught  the  girls  and  boys  on  Sunday  translated 
into  life  during  the  week.  For  this  reason  they  covet  op- 
portunities for  meeting  the  children  and  guiding  their 
activities. 

On  Sunday  the  pupils  are  taught  lessons  developing 
the  feelings  of  reverence,  loyalty,  gratitude,  and  em- 
phasizing obedience,  heroism,  and  right  choices.  During 
the  week  they  do  or  do  not  live  the  truths  taught  them. 
Anyone  who  is  closely  associated  with  the  pupils  be- 
tween Sundays  may  know  by  their  conduct  whether  the 
lessons  have  been  learned.  If,  in  a  way  natural  to  them, 
the  girls  and  boys  are  reverent,  obedient,  courageous, 
making  right  choices,  at  home,  at  school,  and  at  play; 
if  they  are  earnestly  trying  to  remember  to  read  their 
Bibles  and  pray  daily;  if  they  are  grasping  opportuni- 
ties to  serve  others,  then  we  may  know  they  are  learning 
the  lessons  taught  on  Sunday.  But  it  is  difficult  for 
Sunday-school  teachers  to  know  these  facts,  so  vital  to 
those  who  are  responsible  for  a  large  part  of  the  religious 
education  of  the  children.  In  fact,  they  cannot  be 
known  unless  the  teachers  meet  their  pupils  during  the 
week.    Therefore,  midweek  meetings  are  suggested  for 

108 


JHibtoeefe  ^ctibitics;  for  Tuniovi  109 

two  purposes:  to  learn,  if  possible,  if  the  lessons  taught 
on  Sunday  are  functioning  in  the  lives  of  the  pupils ;  and 
to  help  every  pupil  who  does  not  seem  to  have  become 
acquainted  with  the  relationship  existing  between  the 
Sunday  service  and  the  life  to  be  lived  each  day  at  home, 
at  school,  or  at  play,  to  correlate  the  two  things. 

Two  midweek  meetings  may  be  planned — one  for  all 
the  girls  of  the  department,  and  one  for  all  the  boys  of 
the  department.  The  one  for  the  girls  might  be  held 
from  four  to  half-past  five  o'clock  on  Wednesday,  and 
the  one  for  the  boys  on  Thursday  at  the  same  time.  The 
superintendent  of  the  department  and  the  teachers  of 
the  girls'  classes  could  be  made  responsible  for  the  girls' 
meetings,  and  the  assistant  superintendent  of  the  de- 
partment and  the  teachers  of  the  boys'  classes  could  be 
made  responsible  for  the  boys'  meetings,  but  all  plans 
for  these  midweek  sessions  should  originate  in  and  be 
promoted  by  the  junior  workers'  meeting,  after  consul- 
tation with  the  pastor  and  superintendents  of  the  main 
school,  the  adult  division,  and  secondary  division. 

THE  PROGRAM  FOR  THE  MIDWEEK  SESSION 

4.00  P.  M.     Games. 

4.30  P.  M.     Stories  and  Songs. 

5.00  P.  M.     Handwork  or  other  manual  work. 

Games. — The  games  should  be  those  in  which  the 
pupils  have  opportunity  to  exercise  body  as  well  as 
mind.  There  are  ball  games,  bean-bag  games,  active 
games  and  quiet  games,  games  for  girls  and  games  for 
boys,  games  for  indoors  and  out  of  doors.    The  games 


110  tKfje  Sfimiorsi:  ^l^oto  to  ^eacft  anb  ^rain  tKbem 

shoiikl  be  carefully  directed,  but  not  harshly  supervised. 
The  chief  reasons  for  arranging  for  them  at  this  time 
are:  1.  That  the  teachers  may  watch  the  children  at 
play  and  thus  learn  the  importance  of  play  life  and  how 
to  sympathize  with  it ;  2.  That  the  teachers  may  notice 
whether  or  not  the  pupils  are  learning  to  apply  the  truth 
taught  on  Sunday  to  their  play  life.  Whenever  a  boy 
or  a  girl  shows  that  such  application  has  not  been  made, 
the  teacher  makes  a  mental  note  of  the  fact  and  remem- 
bers it  incidentally  at  the  lesson  time  on  some  Sunday. 
No  names  are  ever  mentioned.  So  far  as  possible  avoid 
"preaching"  to  the  children  at  this  midweek  meeting. 
Let  them  play  the  games  according  to  the  rules,  cor- 
rected by  their  companions  when  they  disobey  them. 
Do  not  interfere  unless  there  is  real  reason  for  such  in- 
tervention. A  good  book  for  suggestions  is  ''Games 
for  the  Playground,  Home,  School,  and  Gymnasium," 
by  Jessie  Bancroft;  price,  $1.50.  When  the  season 
permits,  it  would  be  well  to  plan  sometimes  for  a  walk 
or  a  hike,  having  the  story  time  at  the  rest  period 
before  returning  to  the  starting  point. 

The  Stories. — This  half  hour  could  be  made  of  very 
great  value  if  it  were  planned  in  such  a  way  as  the  fol- 
lowing: Let  one  half  hour  a  month  be  used  for  telling 
missionary  stories,  another  for  temperance  stories, 
another  for  patriotic  stories,  another  for  nature  stories. 
Now  and  then  a  month  will  have  a  fifth  Wednesday  or 
Thursday.  This  will  afford  an  opportunity  for  the  chil- 
dren to  ask  for  the  retelling  of  their  favorite  stories  or 
to  retell  the  stories  themselves.    If  such  a  plan  be  fol- 


iWibtoeefe  Slctibitieg  for  STunfors;  111 

lowed,  helpful  books  should  be  in  the  hands  of  the  re- 
sponsible leaders.  The  missionary  stories  for  juniors 
will  be  found  in  Every  land,  Over  Sea  and  Land,  and  in 
the  missionary  papers  and  magazines  issued  by  the 
denominational  home  and  foreign  mission  boards.  Note 
the  books  named  in  Chapter  VIII. 

The  missionary  stories  should  emphasize  the  aim  of 
missionary  education,  which  is  to  cultivate  feelings  of 
love  and  sympathy  for  others;  to  arouse  interest  in  the 
various  needs  of  others;  to  lead  the  children  to  respond 
to  these  various  needs  of  others ;  to  show  that  the  great- 
est need  of  the  world  is  to  know  God  and  his  Son,  Jesus 
Christ;  to  help  the  children  do  their  part  in  teUing  the 
gospel  story,  and  in  spreading  the  Kingdom  of  God. 

The  temperance  stories  should  emphasize  the  aim  of 
temperance  education,  which  is:  To  cause  the  child  to 
know  that  his  body  is  the  home  of  his  soul  and  the 
temple  of  the  Holy  Spirit;  and  to  teach  him  that  it  is 
necessary  to  keep  this  body  clean,  pure,  and  strong  (as 
God  expects  it  to  be)  if  it  is  to  be  fit  for  a  large  service 
to  God  and  man,  which  service  will  result  in  a  life  of 
great  usefulness  and  much  joy.  Books  which  will  be 
found  helpful  are  named  in  Chapter  VII. 

Stories  to  cultivate  the  love  of  one's  country  may  be 
found  in: 

Heroes  Every  Child  Should  Know— Mabie.     $1.00. 
Heroines  Every  Child  Should  Know— H.  W.  Mabie.     $1.00. 
Real  Stories  From  Our  History — Faris.     75c. 

Fascinating  nature  stories  may  be  found  in  a  set  of 
Nature  Readers  by  Julia  Wright,  published  l)y  D.  C. 


112  ^fje  STuniorjC  fl^oto  to  tKeac!)  anb  ^rain  tKfjem 

Heath  &  Co.,  Boston.  Book  I  describes  crabs,  wasps, 
bees,  spiders;  Book  II,  ants,  flies,  earthworms,  beetles, 
starfish;  Book  III,  plant  life,  grasshoppers,  butterflies, 
and  Book  IV  has  chapters  on  geology,  astronomy,  and 
world  life.  Interesting  nature  facts  may  be  found  in 
Nature  Study  and  Life  by  Hodge. 

Songs. — Stories  of  the  great  church  hymns  may  be 
told,  followed  by  the  singing  of  the  hymns.  Patriotic 
songs  may  also  be  sung  after  the  story  of  their  writing 
has  been  told.  A  good  book  to  have  is  ''Famous  Hymns 
of  the  World,"  by  Allan  Sutherland.    Price  $1.00. 

Handwork  or  Other  Manual  Work. — This  work  may 
include  the  making  of  scrapbooks  for  hospitals  by  both 
boys  and  girls;  the  dressing  of  dolls  for  poor  children  by 
the  girls;  the  making  of  models  by  the  boys.  Both 
boys  and  girls  may  make  maps  and  models.  The  fol- 
lowing books  also  will  be  found  helpful: 

Things  to  Make — Hutton.     50c. 
Raffia  and  Reed  Weaving — Knapp.     50c. 
The  Way  of  the  Clay— Hildreth.     20c. 
Woodwork— Hinckley.     $1.00. 
Water  Colors — Bradley.    25c. 


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